Urban Middle-Elementary Students' Perceptions of Grouping Formats for Reading Instruction

Elementary School Journal

Volumn 97, Issue 5, 1996, Pages

  Elbaum, Batya E ^a   Schumm, Jeanne Shay ^a   Vaughn, Sharon ^a  

^a UNIVERSITY OF MIAMI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0007027029     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (68)

1. Allington, R. L. (1992). Reconsidering instructional groupings. Reading Horizons, 32(5), 349-355.
2. Allington, R. L., & McGill-Franzen, A. (1989). School response to reading failure: Instruction for Chapter 1 and special education students in grades two, four, and eight. Elementary School Journal, 89(5), 529-542.
3. Babbie, E. R. (1973). Survey research methods. Belmont, CA: Wadsworth.
4. Baker, J. M., & Zigmond, N. (1990). Are regular education classes equipped to accommodate students with learning disabilities? Exceptional Children, 56, 515-526.
5. Barr, R. (1989). The social organization of literacy instruction. In S. McCormick & J. Zutell (Eds.), Cognitive and social perspectives for literacy research and instruction (Thirty-eighth yearbook of the National Reading Conference, pp. 19-33). Chicago: National Reading Conference.
6. Barr, R. (1995). What research says about grouping in the past and present and what it suggests about the future. In M. Radencich & L. McKay (Eds.), Flexible grouping for literacy in the elementary grades (pp. 1-24). Boston: Allyn & Bacon.
7. Barr, R., & Dreeben, R. (1991). Grouping students for reading instruction. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 885-910). New York: Longman.
8. Berghoff, B., & Egawa, K. (1991). No more "rocks": Grouping to give students control of their learning. Reading Teacher, 44, 536-541.
9. Berndt, T. (1989). Contributions of peer relations to children's development. In T. Berndt & G. Ladd (Eds.), Peer relationships in child development (pp. 407-415). New York: Wiley.
10. Block, J. (1961). The Q-sort method in personality assessment and psychiatric research. Springfield, IL: Thomas.
11. Blumenfeld, P. C. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84, 272-281.
12. Brozo, W. G. (1990). Hiding out in the secondary classroom: Coping strategies of unsuccessful readers. Journal of Reading, 33, 324-328.
13. Clements, R. O., Gainley L. M., & Malitz, D. (1980, April). The accuracy of students' perceptions of themselves and their classroom. Paper presented at the annual meeting of the American Educational Research Association, Boston, MA.
14. Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1-35.
15. Dade County Public Schools. (1994). District and school profiles, 1993-94. Miami: Author.
16. Daiute, C., Campbell, C. H., Griffin, T. M., Reddy, M., & Tivnam, T. (1993). Young authors' interactions with peers and a teacher: Toward a developmentally sensitive sociocultural literacy theory. In C. Daiute (Ed.), The development of literacy through social interaction (pp. 41-63). San Francisco: Jossey-Bass.
17. Damon, W. (1990). Social relations and children's thinking skills. In D. Kuhn (Ed.), Developmental perspectives on teaching and learning thinking skills: Contributions to human development (Vol. 21, pp. 95-107). Basel, Switzerland: Karger.
18. Davis, S. J. (1991). Three reading groups: An American educational tradition (Report No. 8). Glendale Heights, IL: Northern Illinois University. (ERIC Document Reproduction Service No. ED 331 005)
19. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
20. Elbaum, B. E., Moody, S. W., Schumm, J. S., & Vaughn, S. (1996). What do students with and without learning disabilities think about working with each other in small groups? Manuscript submitted for publication.
21. Elbaum, B. E., Schumm, J. S., & Vaughn, S. (1995). Manual for the questionnaire on Students' Ideas about Reading Groups (SIRG). Unpublished manuscript.
22. Eldridge, R. G., Jr. (1982, June). Children's insights into reading instruction: An ethnography. Paper presented at the Reading Symposium on Factors Related to Reading Performance, Milwaukee, WI.
23. Ericson, D. P., & Ellett, F. J. (1990). Taking student responsibility seriously. Educational Researcher, 19, 3-10.
24. Fisher, C. W., & Hiebert, E. H. (1990). Characteristics of tasks in two approaches to literacy instruction. Elementary School Journal, 91, 3-18.
25. Flood, J., Lapp, D., Flood, S., & Nagel, G. (1992). Am I allowed to group? Using flexible patterns for effective instruction. Reading Teacher, 45(8), 608-616.
26. Fuchs, D., & Fuchs, L. S. (1994). Inclusive school movement and radicalization of special education reform. Exceptional Children, 60(4), 294-309.
27. Gable, R. K. (1986). Instrument development in the affective domain. Boston: Kluwer-Nijoff.
28. Gersten, R., & Dimino, J. (1993). Visions and revisions: A special education perspective on the whole language controversy. Remedial and Special Education, 14(4), 5-13.
29. Goatley, V. J., Brock, C. H., & Raphael, T. E. (1995). Diverse learners participating in regular education "Book Clubs." Reading Research Quarterly, 30(3), 352-380.
30. Hiebert, E. H. (1983). An examination of ability grouping for reading instruction. Reading Research Quarterly, 18, 231-255.
31. Johnson, D., & Johnson, R. (1990). Cooperative learning and achievement. In S. Sharan (Ed.), Cooperative learning: Theory and research (pp. 23-37). New York: Praeger.
32. Juel, C. (1990). Effects of reading group assignment on reading development in first and second grade. Journal of Reading Behavior, 22(3), 233-253.
33. Klingner, J. K., Vaughn, S., Schumm, J. S., Cohen, P., & Forgan, J. (in press). Inclusion or pull- out: Which do students prefer? Journal of Learning Disabilities.
34. Kulik, C.-L. C., & Kulik, J. A. (1982). Effects of ability grouping on secondary school students: A meta-analysis of evaluation findings. American Educational Research Journal, 19, 415-428.
35. Kuzel, A. J. (1992). Sampling in qualitative inquiry. In B. F. Crabtree & W. L. Miller (Eds.), Doing qualitative research (pp. 31-44) (Research methods for primary care series, Vol. 3). Newbury Park, CA: Sage
36. Madden, R., Gardner, E. F., & Collins, C. S. (1982). Stanford early school achievement test. Cleveland: Psychological Corp.
37. Mather, N. (1992). Whole language reading instruction for students with learning disabilities: Caught in the cross fire. Learning Disabilities Research & Practice, 7, 87-95.
38. Mathes, P. G., Fuchs, D., Fuchs, L. S., Henley, A. M., & Sanders, A. (1994). Increasing strategic reading practice with Peabody classwide peer tutoring. Learning Disabilities Research and Practice, 9, 44-48.
39. Matthews, M. (1992). Gifted students talk about cooperative learning. Educational Leadership, 50(2), 48-50.
40. McIntosh, R., Vaughn, S., Schumm, J. S., Haager, D., & Lee, O. (1993). Observations of students with learning disabilities in general education classrooms. Exceptional Children, 60(3), 249-261.
41. Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
42. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2d ed.). Thousand Oaks, CA: Sage.
43. Mueller, D. J. (1986). Measuring social attitudes. New York: Teachers College Press.
44. Nicholls, J. G., & Hazzard, S. T. (1993). Education as adventure: Lessons from the second grade. New York: Teachers College Press.
45. Oakes, J., Gamoran, A., & Page, R. N. (1992). Curriculum differentiation: Opportunities, outcomes, and meanings. In P. Jackson (Ed.), Handbook of research on curriculum (pp. 570-608). New York: Macmillan.
46. Patton, M. Q. (1980). Qualitative evaluation methods. Beverly Hills, CA: Sage.
47. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
48. Pugach, M. C., & Wesson, C. L. (1995). Teachers' and students' views of team teaching of general education and learning-disabled students in two fifth-grade classes. Elementary School Journal, 95(3), 279-295.
49. Radencich, M. C., McKay, L. J., & Paratore, J. R. (1995). Keeping flexible groups flexible: Grouping options. In M. Radencich & L. Mc-Kay (Eds.), Flexible grouping for literacy in the elementary grades (pp. 25-41). Boston: Allyn & Bacon.
50. Schumm, J. S., Vaughn, S., Haager, D., McDowell, D., Rothlein, L., & Saumell, L. (1995). General education teacher planning: What can students with learning disabilities expect? Exceptional Children, 61(4), 335-352.
51. Schumm, J. S., Vaughn, S., & Moody, S. (1995). How 29 third-grade teachers group students for reading - and why. Manuscript in preparation.
52. Scruggs, T. E., Mastropieri, M. A., Bakken, J. P., & Brigham, F. J. (1993). Reading versus doing: The relative effects of textbook-based and inquiry-oriented approaches to science learning in special education classrooms. Journal of Special Education, 27, 1-15.
53. Simmons, D. C., Fuchs, L. S., Fuchs, D., Mathes, P., & Hodge, J. P. (1995). Effects of explicit teaching and peer tutoring on the reading achievement of learning-disabled and low-performing students in regular classrooms. Elementary School Journal, 95, 387-408.
54. Slavin, R. E. (1987). Synthesis of research on cooperative learning. Educational Leadership, 48(5), 71-82.
55. Sorenson, A. B., & Hallinan, M. T. (1986). Effects of ability grouping on growth in academic achievement. American Educational Research Journal, 23, 519-542.
56. Stahl, S. A., & Miller, P. D. (1989). Whole language and language approaches for beginning reading: A quantitative research synthesis. Review of Educational Research, 59, 87-116.
57. Stewart, D. W., & Shamdasani, P. N. (1990). Focus groups: Theory and practice. Newbury Park, CA: Sage.
58. Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Newbury Park, CA: Sage.
59. Swanson, B. B. (1985). Listening to students about reading. Reading Horizons, 25(2), 123-128.
60. Thorkildsen, T. A. (1993). Those who can, tutor: High-ability students' concepts of fair ways to organize learning. Journal of Educational Psychology, 85, 182-190.
61. Vaughn, S., McIntosh, R., Schumm, J. S., Haager, D., & Callwood, D. (1993). Social status, peer acceptance, and reciprocal friendships revisited. Learning Disabilities Research & Practice, 8(2), 82-88.
62. Vaughn, S., Schumm, J. S., Klingner, J. K., & Samuell, L. (1995). Students' views of instructional practices: Implications for inclusion. Learning Disabilities Quarterly, 18, 236-248.
63. Vaughn, S., Schumm, J. S., & Kouzekanani, K. (1993). What do students with learning disabilities think when their general education teachers make adaptations? Journal of Learning Disabilities, 26(8), 545-555.
64. Vaughn, S., Schumm, J. S., Niarhos, F. J., & Daugherty, T. (1993). What do students think when teachers make adaptations? Teaching & Teacher Education, 9, 107-118.
65. Vaughn, S., Schumm, J. S., Niarhos, F. J., & Gordon, J. (1993). Students' perceptions of two hypothetical teachers' instructional adaptations for low achievers. Elementary School Journal, 94, 87-102.
66. Vaughn, S., Schumm, J. S., & Sinagub, J. M. (1996). The focus group interview: Use and application in educational and psychological research. Newbury Park, CA: Sage.
67. Waggoner, D. (1992). The increasing multiethnic and multilingual diversity of the U.S.: Findings from the 1990 census. TESOL Matters, 2(5), 12-13.
68. Zimmerman, B. J., & Schunk, D. H. (Eds.). (1989). Self-regulated learning and academic achievement: Theory, research and practice. New York: Springer-Verlag.