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A Case Study on a Flexible Grouping ...

Boyer, Maria S.

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A Case Study on a Flexible Grouping Approach to Reading Instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Case Study on a Flexible Grouping Approach to Reading Instruction./
作者:	Boyer, Maria S.
面頁冊數:	192 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3643842
ISBN:	9781321317947

A Case Study on a Flexible Grouping Approach to Reading Instruction.
Boyer, Maria S.

A Case Study on a Flexible Grouping Approach to Reading Instruction. - 192 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2014.

With increasing accountability for student achievement placed on schools, many districts are looking to find an approach to reading instruction that effectively meets the needs of all learners and realistically fits within the time constraints of the school day. Challenges occur when schools lack the time and resources to implement effective reading instruction due to class sizes or significant differences in students' reading skills within in a class. At the research site, teachers were unable to meet daily with each guided reading group, due to the wide range in students' reading skills within individual classes. This made it difficult for teachers to differentiate instruction for students and meet their individual needs, which could lead to delays in the development of students' reading skills. The purpose of this qualitative case study was to describe teachers' perception of a grade-level wide, flexible grouping approach to reading instruction and its relationship with student reading levels, teachers' lesson preparation, and the amount of time teachers were able to meet with guided reading groups daily. The study took place in a rural school district in Missouri and involved three first grade teachers and one Title I reading teacher. The researcher examined qualitative data from focus group responses, questionnaire responses, and archived data. The results of this study indicated that teachers perceived the use of a grade-level wide, flexible ability grouping process had a positive effect on students' reading levels, decreased time for lesson preparation, and increased the amount of time teachers had to meet with their guided reading groups each day. These results are significant to educators because using this type of grouping process could provide more time for them to work with students without compromising the integrity of a balanced literacy framework or curriculum goals. Areas of future research should emphasize quantitatively measuring the effects this type of grouping process has on students reading skills and state assessment scores.

ISBN: 9781321317947Subjects--Topical Terms:

2122756
Reading instruction.

A Case Study on a Flexible Grouping Approach to Reading Instruction.
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