The purpose of this qualitative study was to evaluate the effectiveness of one model of flexible grouping on second grade students' progress in reading as measured by their use of decoding and comprehension skills. This classroom-based action research used a pretest and posttest design to determine students' reading levels. In addition to the quantitative results obtained from the pretests and posttests, teacher observation of students' use of reading strategies provided the basis for a qualitative analysis on the effectiveness of using leveled reading materials in a flexible grouping format. Following several months of instruction using one model of flexible grouping that included whole class instruction, small group lessons, and independent self-selected leveled reading material, the five second grade students in this study all demonstrated modest but measurable growth in the acquisition of reading skills.
","abstract_html":"<p>The purpose of this qualitative study was to evaluate the effectiveness of one model of flexible grouping on second grade students' progress in reading as measured by their use of decoding and comprehension skills. This classroom-based action research used a pretest and posttest design to determine students' reading levels. In addition to the quantitative results obtained from the pretests and posttests, teacher observation of students' use of reading strategies provided the basis for a qualitative analysis on the effectiveness of using leveled reading materials in a flexible grouping format. Following several months of instruction using one model of flexible grouping that included whole class instruction, small group lessons, and independent self-selected leveled reading material, the five second grade students in this study all demonstrated modest but measurable growth in the acquisition of reading skills.</p>","abstract_has_math":false,"creators":["Connor, Beth A."],"institution":null,"degree_name":"M.A. in School Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Hurley, Dennis A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-04-15T07:00:00Z","date_published":"2005-04-15T07:00:00Z","updated_at":"2026-07-24T04:13:52Z","subjects":["Group reading; Reading--Research","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/981","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hurley, Dennis A."]},{"key":"dc:creator","label":"Author","values":["Connor, Beth A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Group reading; Reading--Research","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/981"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative study was to evaluate the effectiveness of one model of flexible grouping on second grade students' progress in reading as measured by their use of decoding and comprehension skills. This classroom-based action research used a pretest and posttest design to determine students' reading levels. In addition to the quantitative results obtained from the pretests and posttests, teacher observation of students' use of reading strategies provided the basis for a qualitative analysis on the effectiveness of using leveled reading materials in a flexible grouping format. Following several months of instruction using one model of flexible grouping that included whole class instruction, small group lessons, and independent self-selected leveled reading material, the five second grade students in this study all demonstrated modest but measurable growth in the acquisition of reading skills.
"]},{"key":"dc:title","label":"Title","values":["Implementation of flexible grouping in language arts as a form of differentiated instruction"]}]}],"canonical_facts":{"dc:contributor":["Hurley, Dennis A."],"dc:creator":["Connor, Beth A."],"dc:date.available":["2016-04-11T07:00:00Z"],"dc:description.abstract":["The purpose of this qualitative study was to evaluate the effectiveness of one model of flexible grouping on second grade students' progress in reading as measured by their use of decoding and comprehension skills. This classroom-based action research used a pretest and posttest design to determine students' reading levels. In addition to the quantitative results obtained from the pretests and posttests, teacher observation of students' use of reading strategies provided the basis for a qualitative analysis on the effectiveness of using leveled reading materials in a flexible grouping format. Following several months of instruction using one model of flexible grouping that included whole class instruction, small group lessons, and independent self-selected leveled reading material, the five second grade students in this study all demonstrated modest but measurable growth in the acquisition of reading skills.
"],"dc:identifier":["https://rdw.rowan.edu/etd/981"],"dc:subject":["Group reading; Reading--Research","Elementary and Middle and Secondary Education Administration"],"dc:title":["Implementation of flexible grouping in language arts as a form of differentiated instruction"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Administration"]},"updated_at":"2026-07-24T04:13:52Z"}