URBAN MIDDLE-ELEMENTARY STUDENTS PERCEPTIONS OF GROUPING FORMATS FOR READING-INSTRUCTION

The purpose of this study was to investigate elementary school student s' perceptions of grouping formats for reading instruction. Participan ts were 549 third-, fourth-, and fifth-grade urban, mostly minority st udents, including 23 students with learning disabilities (LD), in 3 sc hools in a large southeastern district. Students' perceptions were ass essed by means of a questionnaire that included both closed- and open- ended items. Results revealed no grade or gender differences. Students reported that whole-class instruction and working alone were used mor e frequently than group or pair instruction; some students reported th at they had no experience with certain grouping formats, particularly pairs, in their current reading class. Students at all levels of readi ng ability liked mixed-ability groups and mixed-ability pairs most, fo llowed by whole-class instruction. Same-ability groups and working alo ne were the least liked grouping formats. Students perceived that in m ixed-ability groups students get more help from classmates, work more cooperatively, and make more progress in reading than in same-ability groups. Same-ability groups were perceived to be desirable only for no nreaders. The implications for classroom practice are discussed with a n emphasis on general education classrooms that include students with LD.