The Effects of Homogeneous and The Effects of Homogeneous and Heterogeneous Grouping Heterogeneous Grouping Arrangements on Reading Arrangements on Reading

AchievementAchievement

Oksana Oksana VulchynVulchynInstructor: Instructor: Dr. Sharon A. Dr. Sharon A. O’Connor-O’Connor-PetrusoPetrusoEd. 702.22Ed. 702.22Fall 2008Fall 2008

Table of Table of ContentsContents

1.Introduction

2.Statement of the Problem

3.Review of Related Literature

4.Statement of the Hypothesis 5.References

Introduction Introduction Schools of today are ethnically, culturally, intellectually, and socio-Schools of today are ethnically, culturally, intellectually, and socio-

economically diverse. According to Hodgkinson (2002), in ten-fifteen economically diverse. According to Hodgkinson (2002), in ten-fifteen years, at least half of the population of the public school students in the years, at least half of the population of the public school students in the United States will be non-white. In many school districts, a large United States will be non-white. In many school districts, a large percentage of the population will come from many different locations percentage of the population will come from many different locations from around the world and speak many different languages. According to from around the world and speak many different languages. According to the National Center of Education Statistics, in 2000, seventeen percent of the National Center of Education Statistics, in 2000, seventeen percent of all public school students were Hispanic, and by 2025, nearly one in four all public school students were Hispanic, and by 2025, nearly one in four school-age children will speak Spanish as their primary language school-age children will speak Spanish as their primary language (National Center for Education Statistics, 2003). (National Center for Education Statistics, 2003).

Educating children of very different abilities is one of the most prominent Educating children of very different abilities is one of the most prominent advancements in teachers’ skill over the last decade. Teachers arrange advancements in teachers’ skill over the last decade. Teachers arrange the environments in the classrooms and schools so that the children learn the environments in the classrooms and schools so that the children learn a great deal for themselves, either individually or in small groups. The a great deal for themselves, either individually or in small groups. The problem of grouping the students in the classroom has always aroused problem of grouping the students in the classroom has always aroused interest. Early research argues for homogeneous grouping to meet the interest. Early research argues for homogeneous grouping to meet the needs of individual students, on the other hand, more current research needs of individual students, on the other hand, more current research questions ability grouping practices.questions ability grouping practices.

How can diverse needs be met? Will a student learn better if grouped with How can diverse needs be met? Will a student learn better if grouped with others of similar ability? Or will he or she learn better if grouped with others of similar ability? Or will he or she learn better if grouped with students of varied abilities? Educators, theorists, philosophers, students of varied abilities? Educators, theorists, philosophers, researches, and evaluators have put a great deal of effort into studies researches, and evaluators have put a great deal of effort into studies trying to answer these questions. trying to answer these questions.

Statement of the Problem The disparity of the backgrounds and experiences,

changing demographics, social promotion, and inclusion attest the heterogeneous nature of today’s schools and classrooms. For this reason, the reality of any school situation dictates some kind of grouping. Schools group students in different ways. One way is to group students in homogeneous, commonly based on a division by standardized tests of mental ability often combined with measures of achievement, classrooms. Another way is to divide students by chronological age within a heterogeneous classroom. There are numerous studies examining the benefits and drawbacks of homogeneous and heterogeneous grouping arrangements and their effects on students’ achievement. However, some key questions remain unaddressed, preventing us from drawing the conclusions about the effects of these educational practices. The purpose of this study is to investigate the effects of homogeneous and heterogeneous grouping arrangements on reading achievement of the third-grade students.

Review of the LiteratureReview of the Literature

The selection and grouping of students on the The selection and grouping of students on the basis of ability in the elementary school basis of ability in the elementary school classroom and its effects on the classroom and its effects on the achievement is a debate that has long achievement is a debate that has long been argued by the educators, been argued by the educators, researches, policymakers, and researches, policymakers, and administrators (Moody, Vaughn, & administrators (Moody, Vaughn, & Schumm, 1997; Saleh, Lazonder & De Schumm, 1997; Saleh, Lazonder & De Jong, 2005; Wilkinson & Townsend, 2000). Jong, 2005; Wilkinson & Townsend, 2000). Ireson and Hallam found that, “research Ireson and Hallam found that, “research on ability grouping has a long history, on ability grouping has a long history, going back to the early 1900’s and going back to the early 1900’s and encompasses both quantitative surveys encompasses both quantitative surveys and ethnographic work” (1999, p. 344).and ethnographic work” (1999, p. 344).

Review of the Literature Review of the Literature (continues)(continues)

Although researches admit that the social grouping Although researches admit that the social grouping practices are not responsible for the success or practices are not responsible for the success or failure of a certain program (Cunningham, Hall, & failure of a certain program (Cunningham, Hall, & Defee, 1998), it is believed that the way the Defee, 1998), it is believed that the way the students are grouped for instruction serves as a students are grouped for instruction serves as a facilitator of teaching and learning (Moody et al., facilitator of teaching and learning (Moody et al., 1997; Elbaum, Schumm, & Vaughn, 1997; 1997; Elbaum, Schumm, & Vaughn, 1997; Chorzempa & Graham, 2006). Chorzempa & Graham, 2006).

The studies by Saleh, et al. (2005), Fiedler, Lange, & The studies by Saleh, et al. (2005), Fiedler, Lange, & Winebrenner (2002), and Hutchinson (2003) state Winebrenner (2002), and Hutchinson (2003) state positive effects for ability grouping. Pertaining to positive effects for ability grouping. Pertaining to the cognitive-developmental perspective of Bandura the cognitive-developmental perspective of Bandura (1977), learning is partly a social process, and that (1977), learning is partly a social process, and that it is socially supported. In a class broken into it is socially supported. In a class broken into instructional groups, the socio-cultural milieu instructional groups, the socio-cultural milieu fosters the interaction among students around fosters the interaction among students around cognitively appropriate tasks. cognitively appropriate tasks.

Review of the Literature Review of the Literature (continues)(continues)

On the other hand, Mills found that “those opposed On the other hand, Mills found that “those opposed to ability grouping are concerned about the to ability grouping are concerned about the perceived psychological damage to low perceived psychological damage to low achievers, the slower pace and lower quality of achievers, the slower pace and lower quality of instruction, the more inexperienced or instruction, the more inexperienced or sometimes less-capable teachers assigned to sometimes less-capable teachers assigned to teach lower-ability students, the low expectations teach lower-ability students, the low expectations for student performance held by teachers, and for student performance held by teachers, and the absence of strong behavioral peer role the absence of strong behavioral peer role models in classes for low-ability students” (1998, models in classes for low-ability students” (1998, p.1). Generally, the advocates and opponents p.1). Generally, the advocates and opponents identify advantages and disadvantages for ability identify advantages and disadvantages for ability grouping across numerous educational tasks and grouping across numerous educational tasks and outcomes (Elbaum, et. al, 1999; Schullery & outcomes (Elbaum, et. al, 1999; Schullery & Schullery, 2006; Chorzempa & Graham, 2006).Schullery, 2006; Chorzempa & Graham, 2006).

Statement of the Statement of the HypothesisHypothesis

Twenty low-Twenty low-ability achieving ability achieving students will students will attain high attain high reading test reading test scores in scores in heterogeneous heterogeneous instruction at P. instruction at P. S. 152 in S. 152 in Brooklyn, New Brooklyn, New York. York.

ReferencesReferencesBandura, A. (1977). Social learning theory. New York: General Learning Press.Chorzempa, B. F., & Graham, S. (2006, August). The primary-grade teachers’ use of

within-class ability grouping in reading. Journal of Educational Psychology, 98 (3), 529-541. Retrieved September 9, 2008, from PsycARTICLES database.

Cunningham, P. M., Hall, D. P., & Defee, M. (1998). Nonability-grouped, multilevelinstruction: Eight years later. The Reading Teacher, 51 (8), 652-664.

Elbaum, B., Moody, S. W., & Schumm, J. S. (1999). Mixed-ability grouping for reading:What students think [Electronic version]. Learning Disabilities Research & Practice, 14 (1), 61-66.

Elbaum, B. E., Schumm, J. S., & Vaughn, S. (1997, May). Urban middle-elementarystudents’ perceptions of grouping formats for reading instruction. The Elementary School Journal, 97 (5), 475-500. Retrieved September 30, 2008, from JSTOR database.

Fiedler, E. D., Lange, R. E., & Winebrenner, S. (2000). In search of reality: Unravelingthe myths about tracking, ability, grouping, and gifted [Special issue]. Roeper Review, 24, 108-111.

Hodgkinson, H. (2000). Educational demographics: What teachers should know.Educational Leadership, 58 (4), 6-11.

Hutchison, D. (2003). The effect of group-level influences on pupils’ progress inreading. British Educational Research Journal, 29 (1), 25-40. Retrieved September 11, 2008, from JSTOR database.

Ireson, J., & Hallam, S. (1999, September). Raising standards: Is ability grouping theanswer. Oxford Review of Education, 25 (3), 343-358. Retrieved September 9, 2008, from JSTOR database.

ReferencesReferencesKutnick, P., Blatchford, P., & Baines, E. (2002, April). Pupil grouping in primary school

classrooms: Sites for learning and social pedagogy. British Educational Research Journal, 28 (2), 187-206. Retrieved September 30, 2008, from JSTOR database.

Mills, R. (1998, June). Grouping students for instruction in middle schools. (Digest No. EDO-PS-98-4). Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood

Education, University of Illinois. (ERIC Document Reproduction Service No. ED419631).Moody, S. W., Vaughn, S., & Schumm, J. S. (1997, November/December). Instructional

grouping for reading: Teachers’ view. Remedial and Special Education, 18, 347-356. Retrieved September 10, 2008, from Education database.

National Center for Education Statistics. (2003). Status and trends in the education ofHispanics. Retrieved October 2, 2008, from

http://nces.ed.gov/pubs2003/2003008.pdfSaleh, M., Lazonder, A. W., & De Jong, T. (2005, March). Effects of within-class ability

grouping on social interaction, achievement, and motivation. InstructionalScience: An International Journal of Learning and Cognition, 33 (2), 105-119. Retrieved October 2, 2008, from ERIC database. (EJ733354).

Schullery, N. M., & Schullery, S. E. (2006, August). Are heterogeneous or homogeneousgroups more beneficial to students [Electronic version]. Journal of Management Education, 30 (4), 542-556.

Wilkinson, I. A. J., & Townsend, M. A. R. (2000, March). From Rata to Rimu: Groupingfor instruction in best practice New Zealand classrooms. The Reading Teacher, 53 (6), 460-471.

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