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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ672315
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Learning To Read in Composite (Multigrade) Classes in New Zealand: Teachers Make the Difference.
Wilkinson, Ian A. G.; Hamilton, Richard J.
Teaching and Teacher Education, v19 n2 p221-35 Feb 2003
Examined why New Zealand elementary students in composite versus single-grade classes showed slightly lower reading performance, comparing the range of students' reading abilities, the nature of teachers' groupings, and other aspects of instruction in pairs of composite and single-grade classes from nine schools. Composite classes did not appear to contribute to lower achievement, at least in reading. The nature and quality of instruction had the most influence. (SM)
Descriptors: Educational Quality, Elementary Education, Foreign Countries, Heterogeneous Grouping, Multigraded Classes, Reading Achievement, Reading Instruction, Teacher Competencies, Teaching Skills
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: New Zealand