Homogeneous Grouping in Early Elementary Reading Instruction

2020 ◽  
Vol 120 (4) ◽  
pp. 611-635 ◽  
Author(s):  
Susan Kemper Patrick
Keyword(s):  
Reading Instruction ◽  
Early Elementary ◽  
Elementary Reading ◽  
Homogeneous Grouping ◽  
Elementary Reading Instruction

Then and now: Perspectives on the status of elementary reading instruction by prominent reading educators

2000 ◽  
Vol 39 (3) ◽  
pp. 236-264 ◽  
Author(s):  
James F. Baumann ◽  
Jennifer Moon Ro ◽  
Ann M. Duffy‐Hester ◽  
James V. Hoffman
Keyword(s):  
Reading Instruction ◽  
Elementary Reading ◽  
The Status ◽  
Elementary Reading Instruction

Elementary Reading Instruction

1997 ◽  
pp. 151-198 ◽  
Author(s):  
Michael Pressley ◽  
Ruth Wharton-Mcdonald ◽  
Joan Rankin ◽  
Pamela B. El-Dinary ◽  
Rachel Brown ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Elementary Reading ◽  
Elementary Reading Instruction

The First R Yesterday and Today: U.S. Elementary Reading Instruction Practices Reported by Teachers and Administrators

2000 ◽  
Vol 35 (3) ◽  
pp. 338-377 ◽  
Author(s):  
James F. Baumann ◽  
James V. Hoffman ◽  
Ann M. Duffy-Hester ◽  
Jennifer Moon Ro
Keyword(s):  
Reading Instruction ◽  
Elementary Reading ◽  
Elementary Reading Instruction

Levels in the library

2018 ◽  
Vol 99 (8) ◽  
pp. 57-61
Author(s):  
Alyson Rumberger
Keyword(s):  
Reading Instruction ◽  
Reading Level ◽  
Significant Part ◽  
Elementary Reading ◽  
Reading Levels ◽  
Just Right ◽  
Elementary Reading Instruction

Leveled reading, in which students select “just right” books based on their assessed reading level, has become a significant part of elementary reading instruction. However, libraries remain places where students can select books to read outside their reading levels. Based on observations of 1st-grade students, the author describes how the idea of reading levels has affected students’ perceptions of themselves as readers and what they should be reading. She argues for the preservation of spaces, like libraries, where students choose what, when, and how they read, without regard for reading levels.

scholarly journals In-Service Reading Teacher Efficacy

2019 ◽  
Vol 2 (2) ◽  
pp. 138
Author(s):  
Barbara Wissink
Keyword(s):  
Teacher Efficacy ◽  
Reading Instruction ◽  
Literacy Instruction ◽  
Self Efficacy ◽  
Graduate Program ◽  
Teaching Experience ◽  
Reading Teachers ◽  
Elementary Reading ◽  
New Literacy ◽  
Reading Teacher

The complex task of teaching students to read well is one that in-service elementary teachers may not feel fully prepared for, as the methods for teaching reading have changed significantly in the last decade. As the research on explicit literacy instruction continues to expand, today’s teachers require specific training on how to effectively teach reading and move beyond the traditional basal reading curriculum. Additionally, the research showed that a teacher’s self-efficacy was a contributing factor in the actual implementation of new literacy instruction knowledge. This mixed method study examined the varying levels of self-efficacy from 36 in-service elementary reading teachers who were enrolled in a literacy education graduate program. The data suggested that in-service elementary reading teachers’ self-efficacy fluctuated greatly due to additional professional development, administration support, and their years of teaching experience. Understanding how these components impacted an in-service reading teacher’s self-efficacy was important, as previous research has shown that the level of teacher efficacy may have an impact on the effectiveness of their reading instruction and their students’ literacy achievement in the elementary classroom.

Reading Instruction Time and Homogeneous Grouping in Kindergarten: An Application of Marginal Mean Weighting Through Stratification

2009 ◽  
Vol 31 (1) ◽  
pp. 54-81 ◽  
Author(s):  
Guanglei Hong ◽  
Yihua Hong
Keyword(s):  
Language Arts ◽  
Reading Instruction ◽  
Reading Growth ◽  
Homogeneous Grouping ◽  
Causal Inferences ◽  
Data Set ◽  
Instruction Time ◽  
Learning Tasks ◽  
Theoretical Hypothesis ◽  
Amount Of Reading

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 the grouping effects on kindergartners’ reading growth depend on the amount of reading instruction time and the intensity of grouping. To answer the study’s research questions requires causal inferences about concurrent multivalued instructional treatments. The authors develop a procedure of applying the method of marginal mean weighting through stratification to multilevel educational data. Results from the Early Childhood Longitudinal Study Kindergarten cohort data set lend support to the theoretical hypothesis that when teachers allocate a substantial amount of time to reading instruction, homogeneous grouping helps kindergartners to gain more in reading. The authors find no effect of homogeneous grouping when the total amount of reading time is limited. They also find that the benefit of increasing reading instruction time becomes evident only if kindergarten teachers adapt instruction through homogeneous grouping.

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