NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ742198
Record Type: Journal
Publication Date: 2006-Aug
Pages: 13
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-0663
Primary-Grade Teachers' Use of within-Class Ability Grouping in Reading
Chorzempa, Babara Fink; Graham, Steve
Journal of Educational Psychology, v98 n3 p529-541 Aug 2006
A random sample of primary-grade teachers from across the United States was surveyed about within-class ability grouping in reading. Sixty-three percent of participants reported using within-class ability groups. Groups are smaller and more flexible than those formed in the past, with teachers emphasizing teaching comprehension, reading vocabulary, and other basic reading skills to each of their groups. Most teachers reported that they used within-class ability grouping because it helps them meet their students' instructional needs, although there were some reasons for concern. For instance, students in lower ability groups spend more time involved in noninstructional activities, are less likely to be asked critical comprehension questions, and are given fewer opportunities to select their own reading material.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications.
Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States