The Effect of Homogenous [sic] Versus Heterogeneous Reading Achievement Groups on 4th Graders [sic] Reading Comprehension
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Date
2017-12
Type of Work
Department
Program
Masters of Education
Citation of Original Publication
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Abstract
The purpose of this study was
to investigate the effect of homogenous versus
heterogeneous reading
achievement groups on 4th
graders reading comprehension.
The
participants in this study were all fourth grade students in the suburban Anne Arundel County
Public School (AACPS) system of Maryland. All participants received whole group
instruction
with teaching points from the AACPS reading curriculum consistent with the Common Core
State Standards. There were three groups in the study in which students were to collaborate to
solve a single problem related to the whole group instruction of the day. The groups were formed
based on student’s scores on the AACPS 3rd
grade Reading Benchmark assessment. Students
who scored below 50% on the pre-assessment were placed into one group, those
who scored
above 50% were placed
in another group, and a third group was for
med by randomly selecting
students from each group to form a heterogeneous group. After six
weeks,
students were given a
mock benchmark assessment,
also created by AACPS, in order to determine if students scores
showed
the
most progress when working in low
achievement
homogenous groups, high
achievement
homogenous groups or heterogeneous groups. The results on the mock benchmark
assessment indicated no significant difference in reading comprehension across the three groups.
The null hypothesis was retained.