Learning to read is a major determinant of a student's future well-being and opportunities, making the job of K-2 teachers very important.

Literacy workstations that focus primarily on foundational reading skills are an essential component of literacy development, but must be paired with instruction that builds background knowledge, enriches students’ vocabulary, and provides opportunities for students to use language in discussion and in writing. 

Research supports differentiating reading instruction in K-2 literacy workstations, both in the teacher’s small group, and in workstations that are independent of the teacher. 

Workstations provide the opportunity for students to practice and apply new skills that have been introduced in whole class lessons.

When routines and expectations are established in advance, workstations provide the opportunity to collaborate and exercise ownership, independence, and leadership, because students are working without direct adult supervision. 

Literacy workstations are busywork meant to keep students occupied so the teacher can work with a small group.

At independent workstations, students should be working individually.