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Related Experiment Videos

Grouping for reading instruction: does one size fit all?

J S Schumm1, S W Moody, S Vaughn

  • 1Department of Teaching and Learning, School of Education, University of Miami, Coral Gables, FL 33124-2040, USA.

Journal of Learning Disabilities
|October 22, 2004
PubMed
Summary

Most third-grade teachers use whole-class reading instruction, hindering academic progress and reading attitudes for students with learning disabilities. Tailored interventions are needed to improve outcomes for these students.

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Area of Science:

  • Education
  • Special Education
  • Literacy Studies

Background:

  • Effective reading instruction is crucial for academic success.
  • Grouping strategies can impact student learning and engagement.
  • Students with learning disabilities often require differentiated instructional approaches.

Purpose of the Study:

  • To examine third-grade teachers' perceptions and practices regarding reading instruction grouping.
  • To investigate the effects of these grouping practices on student academic and social progress, and reading attitudes.
  • To specifically assess the impact on students with learning disabilities.

Main Methods:

  • Study 1: Teacher interviews and classroom observations to understand grouping practices.
  • Study 2: Longitudinal assessment of student academic progress, social progress, and reading attitudes.

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  • Participants included 29 third-grade teachers and their students, with a focus on diverse achievement levels.

    • Main Results:

    • Teachers predominantly used whole-class instruction for reading.
    • All students, including those with learning disabilities, received the same instructional materials.
    • Students with learning disabilities showed minimal academic gains and no improvement in reading attitudes.

    Conclusions:

    • Current whole-class reading instruction practices are insufficient for students with learning disabilities.
    • The lack of differentiated grouping and materials negatively impacts students with learning disabilities.
    • Further research and implementation of targeted interventions are necessary to support these learners.