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Home CCSU Theses & Dissertations The benefits of reading instruction in a multiage classroom / Kristine L. Stepule

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The benefits of reading instruction in a multiage classroom / Kristine L. Stepule

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Identifier	Thesis 1551
Author	Stepule, Kristine L
Title	The benefits of reading instruction in a multiage classroom / Kristine L. Stepule
Publisher	Central Connecticut State University
Date	1998
Resource Type	Master's Thesis
Notes	The purpose of this study was to evaluate whether or not children in a multiage classroom setting benefited more from reading instruction than children in a single-grade classroom setting. Data relevant to reading performance was collected, recorded and evaluated. Although current literature shows children in a multiage classroom setting as more socially and emotionally equipped for learning, few studies have addressed the effects that multiage grouping has on reading performance. An eight-month study evaluated the average academic growth that occurred in reading within both a multiage classroom and a second-grade classroom. One multiage classroom and one second-grade classroom, in a suburban elementary school, were used in this study. Twenty-one students in their second year of a multiage classroom and twenty-one second-grade students participated. Each classroom contained a randomly selected heterogeneous group of students. Reading pre-tests were given by the teachers of each classroom on the same day, at the beginning of September in order to establish the baseline of reading performance for each classroom. Reading instruction was delivered daily, by both teachers, for approximately two hours at the same time of day. Post-tests were also given by both teachers on the same day, at the beginning of May to determine the average academic growth that occurred within each classroom. The results indicate that children in a multiage classroom setting benefit more from reading instruction than children in a single-grade classroom setting as found in running record performance and individual growth. The results, however, do not support any substantial differences when it comes to high-frequency word identification performance.
Subject	Ability grouping in education Track system (Education)
Department	Department of Mathematical Sciences
Advisor	O'Brien, Patti Lynn
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	42438467
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