A study investigated transition to the location of remedial instruction, repeated use of drills, and regular class management activities as they occurred in the Accelerated Literacy Learning (ALL) model, an early intervention program for at-risk students. Qualitative and quantitative investigation of the small-group, second-grade, in-class ALL model of compensatory literacy instruction occurred during a 9-month period at the ALL school and a comparison school. Subjects were 3 teachers and 15 students at the ALL school and 12 students in the traditional model comparison group. Results indicated: (1) minimal time loss in transition from one location to the assigned ALL area; (2) no evidence of instruction time loss in repeated use of drills such as worksheets; and (3) regular class management activities subtracted a minimal time from the instruction. Recommendations include collaborative research by grade-level teachers on time management; determination of the exact role of the Title I aide; and increased preservice teacher training in direct instruction of small groups. (Contains 13 references and 3 tables of data. An appendix contains the classroom observation instrument.) (RS)