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Readers/Advisors
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2000-04-01
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Abstract
Educators disagree about the effectiveness of grouping students by reading level for language arts instruction. Ability grouping can allow instruction that is congruent with the students' reading level, as well as encourage group participation. However, homogenous grouping can have negative effects on students placed in low-ability groups. This study compares the outcomes for a class of students grouped by reading level, and a class of students grouped heterogeneously. The author uses the Degree of Reading Power Test, the New York State PEP test, and teacher interviews to determine reading levels. Analysis shows that the students placed in groups by reading level exhibit greater improvement in reading ability at the end of the year.