Analysis of Small Group Reading Intervention Success at a Rural Elementary School in Pennsylvania

This quantitative quasi-experimental case study examined the effectiveness of two Tier 2 reading intervention strategies—teacher-led small group instruction and an adaptive computer-based program (HMH Waggle)—in improving reading outcomes among sixth-grade students at a rural elementary school in Pennsylvania. The study aimed to address literacy challenges commonly faced in rural settings, such as limited instructional resources, teacher shortages, and underperformance on standardized assessments. Participants included 42 general education students divided into two pre-existing classes: one received small group intervention from the classroom teacher, and the other used the Waggle program. Both groups were assessed using the Measures of Academic Progress (MAP) reading assessment before and after an 18-week intervention period. The study compared growth in three key reading domains: reading informational texts, reading literature, and vocabulary acquisition and use. Findings indicated no statistically significant differences between groups in reading informational texts or reading literature. However, students who received adaptive online intervention demonstrated significantly greater gains in vocabulary acquisition and use compared to those receiving small group instruction. Grounded in Self-Determination Theory and Vygotsky’s Zone of Proximal Development, the study emphasizes the importance of motivation, scaffolding, and differentiated instruction. The findings hold implications for rural educators and policymakers seeking to implement effective, scalable reading interventions tailored to diverse student needs. Recommendations for future research include exploring hybrid models, increasing sample sizes, and examining long-term literacy outcomes.