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dc.contributor.advisorMarkos, Pat
dc.contributor.authorMaurer, Kristina (Wortz)
dc.date.accessioned2020-06-30T15:52:25Z
dc.date.available2020-06-30T15:52:25Z
dc.date.issued2020-05
dc.identifier.urihttp://digital.library.wisc.edu/1793/80336
dc.description.abstractOver 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.en_US
dc.language.isoen_USen_US
dc.subjectReadingen_US
dc.subjectLanguage arts (Elementary)en_US
dc.subjectEducationen_US
dc.titleThe effects of homogeneous ability grouping on low-level students’ self-esteem, confidence, and motivation in readingen_US
dc.typeThesisen_US


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