Within Class Ability Grouping and Its Effect on Third Grade Attitudes toward Reading.

Content Provider	Semantic Scholar
Author	Schooley, Felicia A.
Copyright Year	1994
Abstract	A study investigated ability grouping for reading within a heterogenous classroom and the effect such grouping has on attitudes toward reading. Subjects, 23 students in an ethnically diverse third-grade classroom in central Virginia, completed reading attitude surveys. Classroom observations of the teacher and students were conducted. Results indicated that the students in the low group had attitudes in the bottom 50% of the class but not all of the students in the high group had high attitudes toward reading. Boys in the high group were found to have low attitudes toward reading while girls had higher attitudes. Almost ail of the students preferred to read at home rather than at school. Findings suggest that: (1) teachers placed in a classroom or system that uses ability grouping can improve reading attitudes and achievement by treating all students the same; (2) students need choice in their readrig selection; (3) creating a classroom centered on literature with some student choices may improve attitudes more than concentrating on basal readers and phonics; and (4) students do not necessarily have to like to read to be good at it. (Contains 10 references and 2 tables of data. The 18 questions comprising the reading attitude survey and the students' scoring sheets are attached. (RS) **,i******************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://files.eric.ed.gov/fulltext/ED371345.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article