Attitudes and Perceptions in Leveled Ability Reading Groups in a First Grade Classroom
Peoples, Sarah B.
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The way teachers instruct reading in the primary grades is integral to a student’s growth and ability in reading as well as in most other subjects throughout their career as a student. If a child is struggling with reading and does not receive instruction that gives him or her the tools and confidence to succeed the teacher and student will fail. Is reading instruction through the use of homogenous reading groups effective teaching? What are the student’s responses to leveled reading groups and what affect does it have on their attitude toward reading? In order to find answers to these questions student surveys regarding attitudes towards reading and reading groups have been given to a class of twenty-one first graders. Observational notes about attitude and reading group culture were recorded during the meeting time of leveled reading groups. Five teachers were also interviewed about the affects homogenous reading groups had on their students. The data showed 75%-82% of the students in each of the reading groups (low, medium, and high) responded with the attitude of “very good’* and “good” in regards to how they felt about reading groups. Students in the low and medium leveled groups also seemed to be motivated to grow in their ability more than the high reading group. All of the five teachers interviewed did not believe that the homogenous grouping during reading instruction negatively affected their low readers. This research data provides the conclusion that reading instruction through homogenous reading groups is an effective way to teach reading in the primary grades.
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v, 35 pages
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