Grouping Practices and Reading Outcomes for Students with Disabilities.

Elbaum, Batya; Vaughn, Sharon; Hughes, Marie; Moody, Sally Watson

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Peer reviewed

ERIC Number: EJ593065

Record Type: CIJE

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0014-4029

EISSN: N/A

Grouping Practices and Reading Outcomes for Students with Disabilities.

Elbaum, Batya; Vaughn, Sharon; Hughes, Marie; Moody, Sally Watson

Exceptional Children, v65 n3 p399-415 Spr 1999

A meta-analysis of 20 studies (1975-1995) indicated positive effects for alternative grouping formats for teaching reading to students with disabilities compared to whole-class instruction, particularly for student pairing. In addition, analyses indicated that outcomes for students involved in cross-age tutoring varied significantly by students' role within the pair. (Author/CR)

Descriptors: Cross Age Teaching, Disabilities, Elementary Secondary Education, Grouping (Instructional Purposes), Instructional Effectiveness, Literature Reviews, Meta Analysis, Outcomes of Education, Peer Teaching, Reading Instruction, Reading Strategies

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A