ERIC Number: ED203303
Record Type: RIE
Publication Date: 1980-Mar
Teachers' Interactions with Reading Groups of Differing Ability Levels.
Martin, Jeanne; Evertson, Carolyn M.
A study was conducted to determine (1) if teachers treated differing ability reading groups within their classes differently, (2) if teacher behaviors affected mean group achievement, and (3) if so, if that effect was similar for both high and low achieving reading groups. The study involved 14 classes, 39 reading groups, and 277 students. The number of reading groups in each class varied from two to four, and the number of students in each reading group varied from four to thirteen. Classroom observers recorded academic interactions between teacher and student that were initiated by the teacher. The results showed that teachers used more nonvolunteer selection, preselection, and volunteer selection in lower ability reading groups than in higher ability groups. In addition, even though students in lower ability groups were reading on a lower level and answering more questions incorrectly than their peers in higher achieving groups, teachers praised them more often. Overall, teachers appeared to accommodate their behavior to the ability level of the reading group; however no significant relationship was found between teacher behaviors and student achievement. (FL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.