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    The effects of homogeneous ability grouping on low-level students’ self-esteem, confidence, and motivation in reading

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    Maurer_Kristina (Wortz)_Thesis.pdf (725.1Kb)
    Date
    2020-05
    Author
    Maurer, Kristina (Wortz)
    Advisor(s)
    Markos, Pat
    Metadata
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    Abstract
    Over the course of a five-week period, a quasi-experimental study was conducted in a fourth-grade classroom at Mount Horeb Intermediate Center, a public elementary school in Mount Horeb, Wisconsin. The purpose of the study was to determine the effects of homogeneous ability grouping on the self-esteem, motivation, and confidence of students who are considered low-achieving in reading. Students received explicit and implicit differentiated instruction in a small group setting as part of a literacy instruction block. Literacy instruction routines were established which allowed students to spend a considerable amount of time within their reading groups, to account for the most accurate experiences and data collection possible. Data collection included pre- and post-research student surveys, anecdotal records and recordings, teacher observations, and teaching staff survey feedback. Data analysis indicated that reading ability grouping practices, overall, positively affected student self-esteem, confidence, and motivation in reading.
    Subject
    Reading
    Language arts (Elementary)
    Education
    Permanent Link
    http://digital.library.wisc.edu/1793/80336
    Type
    Thesis
    Part of
    • UW-L Theses & Dissertations

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