The effect of ability grouping on the self -concept of above average, average, and below average readers
Abstract
This study was conducted to assess if the grouping of students into reading groups by ability would have an effect on the self-concept levels of above average, average and below average readers in third, fourth and fifth grades. Third (n = 56), fourth (n = 56) and fifth (n = 64) grade students from a Title I school participated in this study. The students were placed into reading groups by ability for a period of eight weeks. Independent t-tests were conducted to determine any significant changes in self-concept levels between pre and posttest scores. The level of .05 was set to retain or reject the null hypotheses. For the three categories of reading proficiency in 3rd grade, a significant change on self-concept scores was exhibited only for the average readers, as they scored higher on the posttest. For the students in 4 th grade it was found that a significant change from pretest to posttest was revealed for the below average readers, with them scoring higher on the posttest. With students in the 5th grade, it was found that there was no change from pretest to posttest for all three groups.
Subject Area
Elementary education|Literacy|Reading instruction|Curriculum development
Recommended Citation
Totumoh A Powell,
"The effect of ability grouping on the self -concept of above average, average, and below average readers"
(2008).
ETD Collection for Tennessee State University.
Paper AAI3307306.
https://digitalscholarship.tnstate.edu/dissertations/AAI3307306