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ERIC Number: ED417379
Record Type: Non-Journal
Publication Date: 1998
Pages: 20
Abstractor: N/A
Reference Count: N/A
Grouping for Instruction in Reading.
Ediger, Marlow
Whichever of the numerous ways of grouping pupils for instruction the teacher uses, pupils should benefit as much as possible from reading instruction. Team teaching stresses large, small, and individual methods of grouping for instructional purposes. No more than 20 pupils should be taught at a single time in large group instruction. Flexibility is a key concept when thinking of grouping pupils for instruction. Many educators recommend pupils be grouped heterogeneously with mixed achievement levels in a classroom so that learners from all ability groups may learn from each other. Pupils should also be homogeneously grouped when there is more uniformity within a group as compared to heterogeneous grouping. With individualized reading using library books, there are few problems in grouping since the pupil chooses sequential library books to read. Constructivism is a contextual approach in evaluating pupil achievement in reading. Learners construct their own knowledge within a given selection being read. In contrast, behaviorists believe that knowledge is objective and external to the learner. Linguistic procedures may stress individual endeavors such a one person reading a library book. Technology has made tremendous strides in assisting pupils to achieve in reading using software packages, CD ROMs, and the Internet, among other procedures. New approaches will need to be implemented to guide pupils to achieve well in large group, small groups, and individual work. Reading teachers need to study diverse procedures in grouping pupils for instruction in reading and then guide each learner to achieve as much as possible in reading. (RS)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A