Primary-grade teachers' use of within-class ability grouping in reading

Barbara Fink Chorzempa, Stephen Graham

Research output: Contribution to journalArticle

38 Citations (Scopus)

Abstract

A random sample of primary-grade teachers from across the United States was surveyed about within-class ability grouping in reading. Sixty-three percent of participants reported using within-class ability groups. Groups are smaller and more flexible than those formed in the past, with teachers emphasizing teaching comprehension, reading vocabulary, and other basic reading skills to each of their groups. Most teachers reported that they used within-class ability grouping because it helps them meet their students' instructional needs, although there were some reasons for concern. For instance, students in lower ability groups spend more time involved in noninstructional activities, are less likely to be asked critical comprehension questions, and are given fewer opportunities to select their own reading material.

Original languageEnglish (US)
Pages (from-to)529-541
Number of pages13
JournalJournal of Educational Psychology
Volume98
Issue number3
DOIs
StatePublished - Aug 2006
Externally publishedYes

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Aptitude
grouping
Reading
ability
teacher
comprehension
Students
Group
Vocabulary
random sample
small group
vocabulary
Teaching
student

Keywords

  • Ability grouping
  • grouping (instructional practices)
  • Primary education

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

Primary-grade teachers' use of within-class ability grouping in reading. / Chorzempa, Barbara Fink; Graham, Stephen.

In: Journal of Educational Psychology, Vol. 98, No. 3, 08.2006, p. 529-541.

Research output: Contribution to journalArticle

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