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.