Too often, all elements of reading instruction are taught in a whole-class setting, regardless of individual student needs. While whole-class instruction is useful for building knowledge and for reading comprehension, it is markedly less effective — and less equitable — for developing word recognition skills. To ensure success, educators must implement two research-supported practices: small-group instruction and mastery learning.
This white paper unpacks the research behind each of these practices and explores how small-group, mastery-based instruction is a crucial missing ingredient in many core reading curricula.
Linda Diamond has dedicated her career to teaching children to read, particularly those with word reading difficulties like dyslexia. Diamond co-founded the Consortium on Reaching Excellence in Education (CORE) alongside former California Superintendent of Public Instruction Bill Honig in 1995. After serving as CORE’s president for 26 years, she stepped down from that role in 2020 but continues to serve on CORE’s Advisory Board.
Diamond has also worked as a public school teacher, principal, Director of Curriculum and Instruction for a K–12 school district, and Senior Policy Analyst with an emphasis on school-to-career, charter schools, and school reform.
Linda Diamond is the co-author of the textbooks Teaching Reading Sourcebook, Assessing Reading: Multiple Measures and Vocabulary Handbook. Learn more about her work.
Since the organization’s founding in 1980, our work has reached more than 8 million students and 328,000 teachers in classrooms across the country, developing fluent readers and skilled writers, supporting instructional equity, transforming discipline practices, and bolstering student and teacher engagement.
