Date of Award

1983

Type

Thesis

Major

Specialist in Education

Degree Type

Specialist Degree in Education

Department

Teacher Education

First Advisor

Dr. Polly K. Adams

Second Advisor

Dr. Anita Whitman

Third Advisor

Dr. Harold Whitman

Abstract

The purpose of this study was to investigate the effectiveness of homogeneous versus heterogeneous grouping on reading achievement with low ability first grade students. Using a modification of a posttest-only control group design and applying a t-test for independent samples', it was found that the 18 students placed in the homogenous group achieved significantly. higher reading levels in the Holt Basic Reading Management Program than the 18 heterogeneously grouped students. In addition, it was also found that students' placed in the homogeneous group achieved significantly higher means on two of the 23 reading skill subtests. In contrast, it was found that the heterogeneously grouped low ability students achieved significantly higher means on seven of the 23 reading skill subtests. It was concluded that while homogeneous ability grouping was more effective than heterogeneous ability grouping in enhancing reading achievement levels, it was not effective in enhancing mastery of reading skills.

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