Carette, Julie

Same-ability grouping during literacy instruction 

Keywords: ability grouping, literacy, primary grades

Abstract

Ability grouping is a very controversial topic in the field of education today. The debate surrounds homogeneous and heterogeneous ability groups. Some educators utilize same-ability groups in their classroom, whereas others employ mixed-ability groups. Teacher perspectives and attitudes
around this issue vary greatly. The focus of this research paper is on same-ability grouping. The study aims to investigate the use of ability learning groups in an elementary setting, specifically during literacy instruction. The challenges and limitations of this method of grouping are explored, based on responses to interviews conducted with two exemplary teachers in the field of primary education. In addition, much attention is given to the practice of Guided Reading, a teaching strategy that often evokes same-ability placement. The major contribution of this research project is furthering our understanding of the use of same-ability groups during literacy instruction in the elementary school grades.   

Acknowledgements

I wish to acknowledge and thank my research supervisor, Dr. Clare Kosnik, for her guidance and mentorship throughout this project. Thank you Claire for your time, patience and constant support. I also wish to acknowledge and thank my research group for their continuous feedback, collaboration and cooperation throughout this project. Thank you Britney, Sarah, Lindsay, Nikki, Celeste and Meghan for your time and energy. Lastly, I would like to thank my family and friends who have always supported me 100% of the way.