ERIC Number: ED173774
Record Type: RIE
Publication Date: 1978
Adapting Grouping Patterns to Maximize Reading Achievement within an Elementary School Classroom.
Wiesendanger, Katherine D.; Birlem, Ellen D.
The results of a survey of 225 primary school teachers indicate that a high proportion of children in the primary grades are in classrooms that use the basal reader approach. In addition, it is apparent that the vast majority are assigned to either a high, medium, or low group. Once this assignment is made, it becomes difficult for a child to be reevaluated and placed in a different group. Further indications are that few teachers allocate time on a regular basis to regroup children according to immediate needs. Variations in the basic three-group concept are valuable because the more immediate needs of the students are met, children who would not benefit from work in a particular competency are not forced to waste time in a group which is not valuable, and by keeping some groupings flexible teachers are allowed to be more creative and innovative and do not have to stick to rigid guidelines. Possible variations include forming grups related to specific skills, special interests, main idea comprehension, sequence comprehension, vocabulary development, and supporting details comprehension. (TJ)
Publication Type: Guides - Classroom - Teacher; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Survey prepared at Alfred University