Instructional Grouping for Reading: Teachers' Views

Author:

Moody Sally Watson1,Vaughn Sharon2,Schumm Jeanne Shay3

Affiliation:

1. Sally Watson Moody, MS, is a research associate in the Office of School-Based Research at the University of Miami. Her primary research interests are in the areas of instructional grouping and effective reading instruction for students with learning disabilities. Address: Sally Watson Moody, University of Miami, School of Education, 312 Merrick Building, 5202 University Dr., Coral Gables, FL 33124 ().

2. Sharon Vaughn, PhD, is a professor in the Department of Special Education, University of Texas at Austin. Her primary research interests are instructional practices and accommodations for students with LD in general education classrooms and teachers' adaptations for students with learning disabilities.

3. Jeanne Shay Schumm, PhD, is a professor in the Department of Teaching and Learning at UM, where she teaches courses in mainstreaming and inclusion to general education students and courses in reading to both general and special education students. Her primary research interests include instructional practices for reading and writing in highly diverse classrooms that include students with disabilities.

Abstract

The purpose of this study was to gain understanding of general and special education teachers' perceptions of grouping for reading and the types of grouping patterns that are implemented in classrooms in a diverse urban school district. Forty-nine third-grade teachers (29 general education teachers who had students with learning disabilities in their class for part of the day and 20 special education teachers) participated in the study. Individual and focus group interviews were used. The results of the interviews revealed that teachers value control over their decisions on how to group for reading. General education teachers indicated that they feel constrained by the demands of the district and school administration, whereas special education teachers believe they have more autonomy in their grouping decisions. The majority of the general educators reported predominant use of a whole class grouping format, whereas special education teachers used a more varied format. For the most part, general educators endorsed mixed-ability grouping arrangements for both social and academic reasons. Special educators, on the other hand, supported same-ability groups. The discussion provides insights into why teachers do not differentiate instruction when teaching in classrooms that have culturally, linguistically, and academically diverse student populations. The need for professional development in flexible grouping strategies is also addressed.

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health,Education

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