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ERIC Number: ED479119
Record Type: Non-Journal
Publication Date: 2003-May
Pages: 25
Abstractor: N/A
Reference Count: N/A
A Review of the Literature: The Effectiveness of Leveled Reading Groups in Improving Oral Proficiency and Comprehension to First Grade Students.
Galloway-Bell, Sandra
This literature review and study examines information on the effectiveness of leveled reading groups in first grade students with respect to oral proficiency and reading comprehension. It explores whether there is evidence that leveled reading groups increase or decrease student achievement, as well as whether there is evidence that leveled reading groups are harmful to students. The review also discusses what advantages and disadvantages teachers see in the use of leveled reading groups and how some schools decide whether to place students in leveled groups. Four elementary school teachers were interviewed with identical questions while two other elementary teachers and a reading specialist held informal recorded conversations. Consistent with the literature review, analysis suggests that students' academic achievement, confidence, and self-esteem increase with the use of leveled reading groups. Research also shows that it is not harmful to students, as has been previously reported in the research, and that it actually increases self esteem. Research also shows that there are more advantages than disadvantages regarding leveled reading groups. There are also very specific reasons stated in the research as to why some schools choose to, or not to, place students in leveled groups, mainly based on the diversity or lack of diversity in the school population. (Contains 16 references.) (Author/PM)
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A