Effectiveness of Homogenous Reading Classes in Elementary

Schools

Effectiveness of Homogenous Reading Classes in Elementary Schools

Ruth Wetherington
Texas A&M University-Commerce

Effectiveness of Homogenous Reading Classes in Elementary

Schools

Effectiveness of Homogenous Reading Classes in Elementary Schools

One of the greatest challenges facing educators today is meeting students
individual needs. Teaching students to read can be especially challenging when students
come from different backgrounds, and bring different levels of knowledge to the table.
Research points to student success with direct phonics instruction. This focus on phonics
is best utilized in groups of students with similar reading abilities. Small group
instruction is a must in todays classroom, and students must receive instruction on their
academic level. This study will show how students make the most gains when their
reading instruction is taught in homogenous ability-based groups. I propose that
elementary schools use ability grouping to form their reading classes. Because a good
foundation of reading is necessary for success in all other classes, it is mandatory that
students form a solid understanding of decoding and comprehension. These will be fluid
groups where students will be moved around as needed. Schools should use various
forms of assessment to analyze where student needs will be best met. Students will
receive the rest of their instruction in heterogeneous ability-based classrooms.
Research Questions
1. How will schools ensure that students are making adequate gains in reading?
2. How will class sizes and teacher/student ratios remain consistent in grade
levels?
3. How will teachers create lessons that still meet state standards for different
grade levels?
4. How will homogeneous reading classes affect students with learning
disabilities and gifted students?
5. How does reading impact other subjects, and how will schools make sure
students are not falling behind elsewhere?
6. Will homogeneous grouping positively or adversely affect student confidence?

Effectiveness of Homogenous Reading Classes in Elementary

Schools

Significance of Study
Reading is a fundamental skill that students will depend on for the rest of their
lives. Experiencing success with reading early on in the educational process is a huge
predictor of a students success later in their schooling. Because of this, educators need
to provide students with the optimal environment to master this skill.
Schools across the country work endlessly to create classes full of diverse
students. However, it is imperative that students master certain skills to become
proficient in reading. Children come into school with varying levels of knowledge of the
alphabetic principle, phonemic awareness, and oral language. Because of this, when
children are learning to read, it is beneficial to have them in homogenous groups. When
students are learning phonics and the basics of reading, it is beneficial to have them in
groups where they will be learning at similar paces. It is necessary for students to master
these basic skills so that decoding becomes natural and students can read fluently and
effortlessly. Homogenous reading classes give teachers the opportunity to focus on the
skills students need to become proficient in reading.
This study will provide an example for educators to compare reading achievement
between homogenous and heterogeneous groups of students. All students will be taught
the same curriculum and have the same opportunities. However, teachers will need to
look for mastery of certain concepts before moving forward. Educators will be able to
use these measurements, as well as results from testing data, to evaluate where students
are making the most progress.
Method of Procedure

Effectiveness of Homogenous Reading Classes in Elementary

Schools

Selection of Sample
This study will take place within one urban school district in Dallas. There will
be six schools selected in the study. Two schools with diverse student bodies consisting
of African American, Hispanic and White students; two students consisting of mostly
white students; and two schools consisting of mostly minority students. Students at three
of the schools (one diverse, one mostly white, one mostly minority) will group their
classes in homogenous groups with students on similar reading levels. Three of the
schools will have heterogeneous classes.
Within these schools, we will study students in 2nd 4th grade for three years.
Students in 1st - 3rd grades will be tested at the end of the year to help with placement for
the following year. Students will take tests again at the beginning of the spring semester
where teachers will have the opportunity to adjust classes accordingly.
Design
For this study, I will use a mixed research design. The quantitative portion will be
focused on testing data. I will monitor student achievement from six different schools.
The independent variable will be the make up of students in the classes. Three of the
schools will have heterogeneous reading classes, and three of the schools will use
homogenous reading classes. The dependent variable will be student achievement on
district assessments.
There will also be a qualitative portion of my research focusing on student
confidence and behavioral outcomes. I will be using surveys and interviews to further
study teachers opinions that were a part of this study. I will have students fill out

Effectiveness of Homogenous Reading Classes in Elementary

Schools

surveys, and conduct interviews throughout the study as well to try to grasp how the
students respond emotionally to the grouping of their classes.
Data Analysis
From the conducted study, I would be able to analyze data from assessments
given. I would use both district and state assessments to chart growth. After charting
data and using that to compare both groups, I would look into the survey/interview
portion of my data. This is important because I will also be comparing confidence levels
of students in each set of classes. I will be able then to gauge whether confidence could
have affected reading acquisition.
References
Ashby, C., Burns, J., & Royle, J. (2014). ALL Kids Can Be Readers: The Marriage of
Reading First and Inclusive Education. Theory Into Practice, 53(2), 98-105.
Cooper, B. R., Moore, J. E., Powers, C. J., Cleveland, M., & Greenberg, M. T. (2014).
Patterns of early reading and social skills associated with academic success in
elementary school. Early Education And Development, 25(8), 1248-1264.
Eldredge, J. L., Quinn, B., & Butterfield, D. D. (1990). Causal Relationships Between
Phonics, Reading Comprehension, and Vocabulary Achievement in the Second
Grade. Journal Of Educational Research, 83(4), 201.
Fisher, D., & Frey, N. (2012). Close Reading in Elementary Schools. Reading Teacher,
66(3), 179-188.
Guo, Y., Sun, S., Breit-Smith, A., Morrison, F. J., & Connor, C. M. (2014). Behavioral
Engagement and Reading Achievement in Elementary-School-Age Children: A
Longitudinal Cross-Lagged Analysis. Journal Of Educational Psychology, doi:10.

Effectiveness of Homogenous Reading Classes in Elementary

Schools

Jeynes, W. H. (2008). A Meta-Analysis of the Relationship between Phonics Instruction

and Minority Elementary School Student Academic Achievement. Education And
Urban Society, 40(2), 151-166.
Kotaman, H., Tekin, A. K., & Tekin, G. (2007). Reading Acquisition through Phonics
Method in a Turkish Public Elementary School: A Case Study. Reading
Improvement, 44(4), 199-206.
Moser, S. E., West, S. G., & Hughes, J. N. (2012). Trajectories of Math and Reading
Achievement in Low-Achieving Children in Elementary School: Effects of Early
and Later Retention in Grade. Journal Of Educational Psychology, 104(3), 603621.
Munoz, M. A., Prather, J. R., & Stronge, J. H. (2011). Exploring Teacher Effectiveness
Using Hierarchical Linear Models: Student- and Classroom-Level Predictors and
Cross-Year Stability in Elementary School Reading. Planning And Changing,
42(3-4), 241-273.
Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The
Effects of Differentiated Instruction and Enrichment Pedagogy on Reading
Achievement in Five Elementary Schools. American Educational Research
Journal, 48(2), 462-501.
Shaffer, G. L., Campbell, P., & Rakes, S. (2000). Investigating the Status and Perceived
Importance of Explicit Phonic Instruction in Elementary Classrooms. Reading
Improvement, 37(3), 110-18.

595 Research Plan Grading Rubric

CLAQWA (modified), Flateby & Metzger - University of South Florida

Effectiveness of Homogenous Reading Classes in Elementary

Schools
Module 1 Assignment
Point
s
10
8
6
4
2

10
8
6
4
2
10
8
6
4
2
10
8
6
4
2
10
8
6
4
2

Statement of the Problem

The statement of the problem and need for the study is clearly addressed.
The statement of the problem is clear, although a rare extraneous element is
introduced.
The research plan has a statement of the problem, but additional unrelated
ideas distract the reader.
The statement of the problem is unclear.
The research plan lacks a statement of the problem or appears to reflect the
writer's "free association."
Module 2 Assignment
Research Questions
All research questions are well written and relate to research topic.
Majority of research questions are well written and relate to research topic.
Research questions slightly deviate from research topic and have room for
improvement.
Research questions are unrelated to research topic.
Research questions are poorly written, unrelated to problem.
References
All references are appropriate with no APA errors.
Most references are appropriate and/or limited APA errors.
Some references are appropriate and/or limited APA errors.
Many references are inappropriate and/or a variety of APA errors.
Most references are inappropriate and/or excessive APA errors.
Module 6 Assignment
Significance of Study
The significance of study clearly contributes to the research plan, which is
obvious, specific and appropriate.
The writers significance of study is present, appropriate for the research plan.
The writers significance of study is present and appropriate, but elements
may not clearly contribute to the statement of the problem.
The writers significance of study is inappropriate for the research plan.
The writers significance is not evident.
Selection of Sample
Target population was identified and appropriate method used for selection of
sample of participants. Description of participants was included and
appropriate in ability to provide data in answering research questions.
Little discussion of target population; however sampling technique used for
selection was discussed and appropriate in providing data for research
questions. Description of participants provided.
No discussion of target population and room for improvement in sample
technique used. No description of actual participants.
No discussion of target population and poor sampling technique used.
No discussion of target population and/or sampling technique used.

Effectiveness of Homogenous Reading Classes in Elementary

Schools

10
8
6
4
2
10
8
6
4
2

Participants targeted for study were inappropriate for providing data to

research questions.
Module 7 Assignment
Design
Procedure for collecting and analyzing data was sound, effective and realistic
to addressing the research questions posed in the research plan. Provides a
clear roadmap to the reader.
Procedure for collecting and analyzing data was appropriate for research
questions posed in the research plan. Room for improvement with description.
Procedure for collecting and analyzing data was average for research
questions posed in proposal with room for improvement.
Procedure for collecting and analyzing data was attempted for research
questions posed in proposal; however, better description is needed.
Procedure of collecting and analyzing data was inappropriate and unrelated to
research questions statements posed in the research plan.
Data Analysis
Description of analysis of data excellent. Methods used for analysis of data
appropriate.
Description of analysis of data good. Methods used are appropriate with some
room for improvement.
Description of analysis of data average.
Little description of analysis of data. Need major revisions.
Inaccurate description provided for analysis of data.