Current reading assessment results continue to be a concern nationally and in Tennessee. NAEP assessments indicate that less than half of all 4 th graders tested are below proficiency. More specifically, the Tennessee NAEP indicated that 4th graders are scoring below proficiency in reading. A plethora of research indicated that reading proficiency matters and that failure to read well by 3rd grade can have lasting impacts on self-confidence, motivation for learning, educational performance, and overall success in life. The problem in the study is that less than half of all 3rd graders are demonstrating proficiency in reading in a rural school district in southeast Tennessee. The purpose of the study is to evaluate whether small, differentiated workshop groups that increased instructional time in reading would positively influence the reading proficiency of students in kindergarten through second grade of varying socioeconomic status. The research method was mixed methods embracing a descriptive design. The use of a descriptive statistical design allowed data collection to define the influence of the workshop groups. The mixed methods design enhanced the research by elaborating on the occurrence of the workshop groups as well as evaluation of the influence of the workshop groups. The participants in the study were kindergarten through second grade students and teachers from three elementary schools of varying socioeconomic status in a rural school district located in southeast Tennessee. Approximately 600 students and 40 teachers were included in the sample. Every school's kindergarten through first grade students regardless of socioeconomic status increased the percentage of students proficient in reading. Every kindergarten through first grade regardless of socioeconomic status met the expected growth. One school's second grade, did not increase the number of students nor did they meet the expected growth. However, that school was already scoring above the expected norms and only missed the expected growth by 1.1. point. The findings implied that receiving differentiated instruction in small workshop groups minimized the achievement gaps between the lowest and highest achieving students. The findings extend previous research that the beyond level students make less growth and that fluid ability grouping works as well as or better than traditional ability grouping. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]