The purpose of this study was to investigate the effectiveness of homogeneous versus heterogeneous grouping on reading achievement with low ability first grade students. Using a modification of a posttest-only control group design and applying a t-test for independent samples', it was found that the 18 students placed in the homogenous group achieved significantly. higher reading levels in the Holt Basic Reading Management Program than the 18 heterogeneously grouped students. In addition, it was also found that students' placed in the homogeneous group achieved significantly higher means on two of the 23 reading skill subtests. In contrast, it was found that the heterogeneously grouped low ability students achieved significantly higher means on seven of the 23 reading skill subtests. It was concluded that while homogeneous ability grouping was more effective than heterogeneous ability grouping in enhancing reading achievement levels, it was not effective in enhancing mastery of reading skills.
","abstract_html":"<p>The purpose of this study was to investigate the effectiveness of homogeneous versus heterogeneous grouping on reading achievement with low ability first grade students. Using a modification of a posttest-only control group design and applying a t-test for independent samples', it was found that the 18 students placed in the homogenous group achieved significantly. higher reading levels in the Holt Basic Reading Management Program than the 18 heterogeneously grouped students. In addition, it was also found that students' placed in the homogeneous group achieved significantly higher means on two of the 23 reading skill subtests. In contrast, it was found that the heterogeneously grouped low ability students achieved significantly higher means on seven of the 23 reading skill subtests. It was concluded that while homogeneous ability grouping was more effective than heterogeneous ability grouping in enhancing reading achievement levels, it was not effective in enhancing mastery of reading skills.</p>","abstract_has_math":false,"creators":["Hickey, Velinda O."],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Polly K. Adams","Dr. Anita Whitman","Dr. Harold Whitman"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1983,"date_issued":"1983-01-01T08:00:00Z","date_published":"1983-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:18Z","subjects":["Reading Achievement","First Grade","Holt Basic Reading Management Program","Reading Skills","Educational Assessment, Evaluation, and Research","Elementary Education","Language and Literacy Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/618","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Polly K. Adams","Dr. Anita Whitman","Dr. Harold Whitman"]},{"key":"dc:creator","label":"Author","values":["Hickey, Velinda O."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading Achievement","First Grade","Holt Basic Reading Management Program","Reading Skills","Educational Assessment, Evaluation, and Research","Elementary Education","Language and Literacy Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/618"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate the effectiveness of homogeneous versus heterogeneous grouping on reading achievement with low ability first grade students. Using a modification of a posttest-only control group design and applying a t-test for independent samples', it was found that the 18 students placed in the homogenous group achieved significantly. higher reading levels in the Holt Basic Reading Management Program than the 18 heterogeneously grouped students. In addition, it was also found that students' placed in the homogeneous group achieved significantly higher means on two of the 23 reading skill subtests. In contrast, it was found that the heterogeneously grouped low ability students achieved significantly higher means on seven of the 23 reading skill subtests. It was concluded that while homogeneous ability grouping was more effective than heterogeneous ability grouping in enhancing reading achievement levels, it was not effective in enhancing mastery of reading skills.
"]},{"key":"dc:title","label":"Title","values":["Homogeneous Versus Heterogeneous Grouping of Low Ability First Grade Students and the Effect on Reading Achievement"]}]}],"canonical_facts":{"dc:contributor":["Dr. Polly K. Adams","Dr. Anita Whitman","Dr. Harold Whitman"],"dc:creator":["Hickey, Velinda O."],"dc:description.abstract":["The purpose of this study was to investigate the effectiveness of homogeneous versus heterogeneous grouping on reading achievement with low ability first grade students. Using a modification of a posttest-only control group design and applying a t-test for independent samples', it was found that the 18 students placed in the homogenous group achieved significantly. higher reading levels in the Holt Basic Reading Management Program than the 18 heterogeneously grouped students. In addition, it was also found that students' placed in the homogeneous group achieved significantly higher means on two of the 23 reading skill subtests. In contrast, it was found that the heterogeneously grouped low ability students achieved significantly higher means on seven of the 23 reading skill subtests. It was concluded that while homogeneous ability grouping was more effective than heterogeneous ability grouping in enhancing reading achievement levels, it was not effective in enhancing mastery of reading skills.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/618"],"dc:language":["English"],"dc:subject":["Reading Achievement","First Grade","Holt Basic Reading Management Program","Reading Skills","Educational Assessment, Evaluation, and Research","Elementary Education","Language and Literacy Education"],"dc:title":["Homogeneous Versus Heterogeneous Grouping of Low Ability First Grade Students and the Effect on Reading Achievement"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:18Z"}