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Hong, Guanglei; Corter, Carl; Hong, Yihua; Pelletier, Janette – Educational Evaluation and Policy Analysis, 2012
This study challenges the belief that homogeneous ability grouping benefits high-ability students in cognitive and social-emotional development at the expense of their low-ability peers. From a developmental point of view, the authors hypothesize that homogeneous grouping may improve the learning behaviors and may benefit the literacy learning of…
Descriptors: Time on Task, Ability Grouping, Homogeneous Grouping, Kindergarten
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Hong, Guanglei; Hong, Yihua – Educational Evaluation and Policy Analysis, 2009
A kindergartner's opportunities to develop reading and language arts skills are constrained by the amount of time allocated to reading instruction. In the meantime, the student's engagement in learning tasks may increase if the instruction has been adapted to his or her prior ability through homogeneous grouping. This study investigates whether…
Descriptors: Homogeneous Grouping, Kindergarten, Inferences, Reading Instruction
Hong, Guanglei; Pelletier, Janette; Hong, Yihua; Corter, Carl – Society for Research on Educational Effectiveness, 2010
The purpose of this study is two-fold. Firstly the authors examine, given the amount of time allocated to literacy instruction, whether homogeneous grouping helps improve class manageability over the kindergarten year and whether individual students' externalizing problem behaviors will decrease in tandem. Secondly, they investigate whether the…
Descriptors: Classroom Techniques, Homogeneous Grouping, Kindergarten, Literacy Education