scholarly journals A Research Synthesis of Ability Grouping for Elementary Reading Instruction

2015 ◽  
Author(s):  
Susan Thacker-Gwaltney
Keyword(s):  
Reading Instruction ◽  
Ability Grouping ◽  
Research Synthesis ◽  
Elementary Reading ◽  
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.

An Organizational Perspective on the Origins of Instructional Segregation: School Composition and Use of Within-Class Ability Grouping in American Kindergartens

2010 ◽  
Vol 112 (5) ◽  
pp. 1300-1337 ◽  
Author(s):  
Anthony Buttaro ◽  
Sophia Catsambis ◽  
Lynn Mulkey ◽  
Lala Carr Steelman
Keyword(s):  
Reading Instruction ◽  
Minority Students ◽  
Ability Grouping ◽  
Instructional Practice ◽  
Structural Characteristics ◽  
Ethnic Composition ◽  
Homogeneous Grouping ◽  
Student Body ◽  
School Year ◽  
Grouping Practices

Background This investigation was sparked by research findings on secondary education showing school segregation to be closely associated with homogeneous grouping practices, such as tracking and between-class ability grouping. Research Design We conduct secondary analyses of national data from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K). Objectives Using these data, we investigate the degree to which the racial and ethnic composition of schools is associated with use of ability grouping practices as early as kindergarten. We focus on within-class ability grouping for reading instruction because it is the most common form of homogeneous grouping for the early grades. Results and Conclusions We find that this form of grouping is practiced by a majority of kindergarten teachers and schools, although frequency of use is quite varied, and some teachers and schools use it only sporadically. The most intensive use of within-class ability grouping exists in schools that serve high proportions of minority students and in schools with high variability in students’ reading readiness. The association between student body composition and use of this instructional practice remains even after variability in student academic skills and other structural characteristics of schools are accounted for. Schools serving primarily minority students that use within-class ability grouping have higher average gains in reading achievement by the end of the school year than comparable schools that do not use this form of grouping. Use of this instructional practice is not associated with increases in average achievement gain scores for schools serving students of diverse or primarily White backgrounds. Our findings provide the foundation for further studies of the structural, cultural, and political features of schools associated with the use of ability grouping at the onset of schooling.

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