The use of ability grouping for reading instruction
Abstract
The purpose of this study was to compare the academic achievement of students who
were grouped for reading instruction and those not grouped for reading instruction.
Participants were 132 second-grade and 138 fifth-grade students at 16 elementary schools
in USD 259. Students' academic achievement was measured using the district benchmark
reading assessment; wh1le the type of grouping used for reading instruction was
determined through the use of a questionnaire completed by building principals. Findings
from this indicated that a student's race/ethnicity, gender, or socioeconomic status had
less to do with their academic achievement than the way in which they were instructed
for reading. Only a few of the findings of this study are consistent with previous research,
indicating a need for further research in the area of ability grouping.
Description
Thesis (M.Ed.)-- Wichita State University, College of Education, Educational Psychology Program