Date of Award

Spring 2000

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Morris Beers

Second Advisor

Linda Schloner

Third Advisor

Scott D. Robinson

Abstract

Educators disagree about the effectiveness of grouping students by reading level for language arts instruction. Ability grouping can allow instruction that is congruent with the students' reading level, as well as encourage group participation. However, homogenous grouping can have negative effects on students placed in low-ability groups. This study compares the outcomes for a class of students grouped by reading level, and a class of students grouped heterogeneously. The author uses the Degree of Reading Power Test, the New York State PEP test, and teacher interviews to determine reading levels. Analysis shows that the students placed in groups by reading level exhibit greater improvement in reading ability at the end of the year.

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