An Analysis of the Effects of Flexible Grouping on First Grade Reading Levels. Amy Slowiak

1 An Analysis of the Effects of Flexible Grouping on First Grade Reading Levels In the Delavan-Darien School District by Amy Slowiak A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Science Degree In Education Approved: 2 Semester Credits 7(~~ RuthNyland The Graduate School University of Wisconsin-Stout July, 2011

2 The Graduate School University of Wisconsin-Stout Menomonie, WI Author: Title: Amy L. Slowiak An Analysis of the Effects of Flexible Grouping on First Grade Reading Levels in the Delavan-Darien School District Graduate Degree/ Major: MS School Education Research Adviser: Ruth Nyland Month/Year: July, 2011 Number of Pages: 26 Style Manual Used: American Psychological Association, 6111 edition Abstract Guided reading is a strategy that helps students become good readers. The teacher provides support for small groups of readers as they learn to use various reading strategies (context clues, letter and sound relationships, word structure, and so forth). Guided reading groups are one-way teachers assist learners with their reading. Another way is to look at different ways to group the learners based on their learning styles and interests. A teacher s classroom is filled with much diversity so teachers must be able to provide for those students in order to achieve the goals set for them. Flexible grouping is a form of grouping that allows students to work in differently mixed groups depending on the goal of the learning task at hand. This style of grouping during guided reading is one way that this can be achieved.

3 The Graduate School University of Wisconsin - Stout Menomonie, WI Acknowledgments I would like to thank my family for all the love and support they have given me throughout the years. Their support and words of advice have meant so much to me and have helped me become who I am today. Thank you for always being there and taking the time to pick me back up when I was down. It has all been worth it! I also would like to thank my colleagues at Darien Elementary. Whenever I need help or advice they are there to take the time and help me out with whatever I have asked of them. Their support has been the extra push I have needed over the years to help achieve the goals I have set for myself. Our school is truly a family that I enjoy being with every day. Finally I would like to thank my research advisor, Ruth Nyland. She has been a good support system that has helped guide me in the right directions. Thank you Ruth your patience and for taking the time to help make my research paper a good one!

4 Table of Contents... Page Abstract... 2 Chapter I: Introduction... 6 Statement of the Problem... 6 Purpose of the Study... 7 Research Questions... 7 Assumptions of the Study... 7 Limitations of the Study... 7 Definitions of Terms... 8 Significance of Study... 9 Chapter II: Literature Review... 10 Introduction..... 10 Differentiation in Reading... 10 Definition of Flexible Grouping... 11 Use of Flexible Reading Groups... 12 Evaluation of Data and Forming Flexible Groups... 13 Summary... 13 Chapter III: Summary, Critical Analysis, and Recommendations... 15 Introduction... 15 Selection and Description of Sample... 15 Instrumentation... 15 Data Collection... 16

5 Data Analysis... 16 Limitations... 17 Chapter IV: Results... 18 Introduction... 18 Item Analysis... 18 Summary... 19 Chapter V: Discussion... 21 Introduction... 21 Limitations... 21 Conclusions... 21 Recommendations... 21 References... 23 Appendix A... 25 First Grade Reading Survey... 25 Appendix B... 26 Parent of First Graders Reading Questions 26

6 Chapter I: Introduction Reading is an important piece in our lives. The difference in how people read or learn how to read becomes a significant piece in learning. While teachers have various ways of teaching, their students also have various ways of learning. No one person is the same. Tomlinson (2000) stated, All learners learn in a variety of ways and have different interests. Beginning in first grade, this becomes very relevant as reading becomes a primary focus for students. Knowles (2009) said, Early and continual exposure to lots of books and oral language makes it easier for children to learn to read. Glaes (1998) stated flexible grouping provides additional assistance to students who need help. Low reading scores have caused the Delavan-Darien School District to reevaluate its reading programs and examine research-based best practices for grouping students to achieve and increase reading scores in order to meet state level requirements. To achieve this, Delavan-Darien School District teachers and staff looked for ways to support students and provide a variety of opportunity to them. Statement of problem The ability to read is a skill that all people today should have and as teachers we should be able to provide every opportunity for students to reach this goal through various grouping strategies and literature that students can find interesting. Unfortunately many times teachers and/or school districts try new strategies but do not stick with them long enough to see the lasting positive or negative effects of the strategies tried. With this occurring, the Delavan-Darien School District is seeing lower reading assessment scores and lower state test scores. In order to correct these problems, the Delavan-Darien School District looked at the effects of flexible grouping on first grade reading scores.

7 Purpose of the study The purpose of this study was to determine the effects of flexible grouping on first grade students reading levels. This study helped to determine the gains made in reading levels by students in flexible reading groups and gains made by students not in flexible reading groups. This study also helped the teachers gain knowledge about the differences in students reading ability across the grade levels of first, second, and third. Research Questions 1. What is the gain in reading levels of first grade students who participate in flexible grouping? 2. What is the gain in reading levels of first grade students who do not participate in flexible grouping? Assumptions of the Study The researcher entered this study with the assumption that how a child is grouped for reading can have an effect on reading levels. It was also the assumption that students can make gains when in a flexible group. Limitations of the Study Results are specific to Delavan-Darien School District first graders at Delavan- Darien Schools and not generalized to other ages or districts made this a study of a specific nature directly to the School District of Delavan-Darien. The sample size of students in each group made it difficult to determine statistical significance.

8 Definition of Terms Differentiated instruction. An educational approach that adjusts instruction to accommodate individual students needs, thereby increasing both student learning and motivation. (Good, 2006) Flexible grouping. Allowing students to work in differently mixed groups depending on the goal of the learning task at hand. (Opitz, 1998, p. 10) Guided reading. Small group instruction that builds each student s ability to process increasingly challenging texts with fluency and understanding. (Fountas & Pinnell, 2006, p. 11) Running record. An assessment tool used to monitor and analyze a student's reading process by recording the reader's oral reading exactly as it is performed. (Retrieved from Education.com December 14, 2010) Lexile framework. A piece of information about either an individual's reading ability or the difficulty of a text, like a book or magazine article. The Lexile measure is shown as a number with an "L" after it 880L is 880 Lexile. We achieve these scores through reading tests or programs. Once we know how well a student can read and how hard a specific book is to comprehend, we can predict how well that student will likely understand the book. (Lexile, 2009) Rigby literacy. A comprehensive research-based literacy program to help teachers provide effective instruction, generate results, and provide a variety of assessment tools to help teachers make sound evaluations, plan instruction, monitor progress, and meet accountability standards. (Rigby, 2009)

9 Significance of Study This study was important to the Delavan-Darien School District because reading has an affect on multiple areas in a curriculum. If a child does not have a successful first grade reading program, he/she continues to struggle to catch up with reading skills and may potentially fall behind in multiple areas. This study also helped to identify strengths and weaknesses in the district s reading program. The first grade students and teachers of Delavan-Darien School District will most benefit from this study of flexible grouping and its effects on first grade reading levels. Through this study, though limited to abilities and reading levels, those who work in the Delavan-Darien School District may also find benefits in their day-to-day group instruction. This study is a benefit to the school district, as it will give teachers more information about what can be successful or unsuccessful in a first grade reading program. Although the results of this study pertain to the students in the Delevan-Darien School District, other schools or grade levels may benefit from the results and use the information to implement the grouping into their reading programs. When the results of this study are concluded, the first grade teachers and reading specialist at Delavan-Darien School District will meet to go over the results and determine if flexible grouping was a successful way of increasing reading levels in first grade. Limitations Results are specific to Delavan-Darien School District first graders at Delavan- Darien Schools and not generalized to other ages or districts make this a study of a specific nature directly to the School District of Delavan-Darien. The sample size of students in each group makes it difficult to determine statistical significance.

10 Chapter II: Literature Review Introduction Guided reading is a strategy that helps students become good readers. The teacher provides support for small groups of readers as they learn to use various reading strategies (context clues, letter and sound relationships, word structure, and so forth). Guided reading groups are one-way teachers assist learners with their reading. Another way is to look at different ways to group the learners based on their learning styles and interests. A teacher s classroom is filled with much diversity so teachers must be able to provide for those students in order to achieve the goals set for them. Dorn & Soffos (2005) said, Reading curriculums should mix whole and small groups, individual instruction, plus opportunities for the child to read on their own. Guided reading is a critical step in the development of a child s reading abilities. This chapter will highlight differentiation in reading, the definition of flexible grouping, the use of flexible reading groups, the evaluation of data to form flexible reading groups, and a summary of flexible reading groups. Differentiation in Reading According to Good, (2006), differentiated instruction is an educational approach which adjusts instruction to accommodate individual students needs, thereby increasing both student learning and motivation. Teachers do this because of teacher/child ratio, group constituency, abilities and needs, teacher guidance, materials, modalities, and intensity and duration according to Strickland, Ganske, and Monroe (2002). Flexible grouping provides children an opportunity to share like reading experiences and as a result of listening to one another the students also see additional ways of interpreting text

11 and thus gaining additional insights. As compared to ability grouping, which creates students in a low group that perform low-level tasks and are less exposed to the rich literacy background according to Opitz (1998). While a student is not with the teacher, the student has options to work with another student. When paired with a higher achieving student, a lower ability level student gains confidence, along with a sense of achievement. Ford (2005) reiterated this saying, Large groups, small groups, teams, partners, and individuals have value because they offer different experiences and different outcomes. According to Heacox (2002), when forming groups flexibly, the group composition and specific learning activities respond to the needs of individual students. Differentiation may become easier through flexible grouping. Ford (2005) stated that is becomes easier to match instruction to small groups and students rather than a whole group. Teachers become more flexible with differentiated instruction but must consistently evaluate students to meet their individual needs. Definition of Flexible Grouping Flexible grouping is one way to group students during reading to achieve reading goals. According to Valentino (2000), flexible grouping is teachers discovering that informally grouping and regrouping students in a variety of ways throughout the school day can make a teacher's job easier and students more productive. Students are grouped and regrouped according to goals set for the students, activities being done, interests, work habits, and the needs (strengths or weaknesses) of each student. Groups are continually evaluated to assure students are in groups that are truly a benefit for them.

12 Use of Flexible Reading Groups Small groups are used to teach reading in many districts. While in these small reading groups, students are given the close support they need to achieve their reading goals. According to Flood (1992), flexible grouping is based on the theory that every instructional episode demands careful attention to matching students needs with the most appropriate group experience (including group composition, grouping format, and instructional materials). While the use of flexible groups is a benefit, they must be monitored to make sure students are getting all they can from them and are benefiting from what they are learning in the group. Serravallo (2010) stated that you can begin with a certain number of students but they may not all join you at every meeting. Once students demonstrate proficiency of the learning, they can be phased out and moved to a different group or a student may join the group that could benefit from the learning. This helps to keep your groups flexible. Flexible grouping is utilized when the teacher reads aloud, provides support to students, or facilitates independent reading or shared reading. (Opitz, 2005) Delavan- Darien School District teachers need to build a community in their reading block to help the students feel they are an important piece to the success in their reading. According to Dorn, French, and Jones (1998), small group sizes allows for the teacher to maintain her focus on students with similar instructional needs and see the reading strategies being used. With smaller groups based on flexible grouping, teachers are also able to differentiate instruction, provide students with different avenues to acquire content easier. Guided reading groups allow the teacher to meet the individual needs of all students. This may occur by teaching a similar topic but by using varying

13 techniques to meet the needs of the students can help them gain the knowledge needed on the topic at hand. Evaluation of data and forming flexible groups To group students, Delavan-Darien School District teachers examined schoolwide reading achievement data as well as a district use of Rigby Literacy and Lexile Framework to assess students. Rigby Literacy is a comprehensive research-based literacy program to help teachers provide effective instruction, generate results, and provide a variety of assessment tools to help teachers make sound evaluations, plan instruction, monitor progress, and meet accountability standards (Rigby Literacy, 2009). The Lexile Framework is a piece of information about either an individual's reading ability or the difficulty of a text, like a book or magazine article. The Lexile measure is shown as a number with an "L" after it 880L is 880 Lexile. Teachers achieve these scores through reading tests or programs. Once the teachers know how well a student can read and how difficult a specific book is to comprehend, the teachers can predict how well that student will likely understand the book (What is Lexile Measure?, 2009). Summary Guided reading is a critical step in the development of a child s reading abilities. Over the years in reading, teachers have used various grouping concepts, such as ability grouping, tracking, and/or flexible grouping to help students reach their reading goals. Fountas & Pinnell (1996) stated the ultimate goal in guided reading is to help children learn how to use independent reading strategies successfully. According to Jamison-Rog (2003), a balanced program requires opportunities for reading and writing to students, reading and writing with students, and reading and writing by students.

14 Ford (2005) stated, That while we form flexible groups and they are ever changing, teachers must give them time to grow and develop. Groups should not change on a daily basis but be done over time as teachers will see their students involved in a variety of grouping arrangements that allow them to have a variety of reading experiences and positive reading outcomes. Flexible grouping allows for a changing atmosphere rather than a static one.

15 Chapter III: Summary, Critical Analysis, and Recommendations Introduction This chapter will look at the methodology used to determine if first grade reading scores are increased using flexible reading groups. In this chapter the highlighted areas will be the selection and description of sample, instrumentation, data collection, data analysis, and limitations. Selection and Description of Sample Students in the first grade at Darien Elementary were involved in this study to determine if flexible reading groups affect reading levels. Allington (2001) suggested children should spend a minimum of 90 minutes throughout the day working on different aspects of reading in school. The Delavan-Darien School Districts Reading/Language Arts curriculum block has increased from one hour in previous years to the current time of one and half-hours. One way that part of the one and half hours is achieved is by doing reading groups during the reading block time. The Delavan-Darien School District teachers have chosen to use flexible grouping to reach our reading goals. Instrumentation One instrument used is running records where each student will read a book based on current reading levels. Also a survey (Appendix A) for first grade students was used to gain a better insight on the student s feelings towards reading and the content the student enjoys reading when given a choice. The parents of the students also received a survey to see how they view their child and reading at home. The student survey includes five questions using terms that are familiar to first grade students. To answer students will circle a smiley face, even face, or sad face for their answers. With the parent survey,

16 the parent will write their answer to each of the five questions. All questions relate to reading at home. On both surveys questions are kept to a minimum of five and use relatable terms. However the validity of the survey may be skewed if the families do not return surveys. No measures of validity or reliability have been documented since this survey was designed specifically for this study. Data Collection The survey was one that was sent home with the child to be filled out by the student and parent and asked to be returned over the next few days. According to Herron (2010), It is important for teachers in different subject and content areas to understand their students views on reading for class and pleasure. Preparing a reading survey helps teachers assess their students attitudes towards reading and how diverse the reading levels are within the class. This knowledge better prepares teachers to design lessons to utilize their students strengths. Data Analysis In an effort to increase reading scores, the following goals were implemented (T. Paschke, personal communication, August 27, 2009), first graders must end the year reading at a level 16 (Rigby), second graders must read at 22 (Rigby), and third graders must be at 650-699 (Lexile). To achieve these goals this year, Delavan-Darien School District teachers began flexible grouping in our school with first, second, and third grades. At each quarter data on the student s reading levels were analyzed by the first through third grade teachers and reading specialist to evaluate how students were doing in the flexible groups and how they should be grouped in the next quarter.

17 Limitations Some limitations will be students that are able to do well in reading groups but have difficulty taking the reading tests and do not increase their reading levels. Another limitation maybe the results of the surveys given to the students and parents may not be honest or completed by the families of the students.

18 Chapter IV: Results Introduction The purpose of this study was to determine the effects of flexible grouping on first grade students reading levels. This study helped to determine the gains made in reading levels by students in flexible reading groups and gains made by students not in flexible reading groups. This study also helped to gain knowledge about the differences in students reading ability across the grade levels of first, second, and third. Data was collected and compared from students running records from the 2009-10 and 2010-11 school years. The researcher also used student and parent surveys to help identify the likes and dislikes students had with reading and what is done at home and how parents see their child and reading. With flexible grouping the goal was to have all students at a reading level 16 at the end of first grade. This chapter will incorporate results from data collected in a survey and a table showing reading levels achieved. Item Analysis A survey was given to the students, broken down by gender, by the researcher to assess how the students liked reading. The survey showed that 7 girls like to read, 2 sometimes like to read, and 0 do not like reading. The boys survey showed 4 like to read, 1 sometimes likes to read, and 1 does not like to read. The students that liked to read and were likely to choose reading when they had free time were also students that did well in reading groups and were meeting goals set for them. The student that did not like reading had a difficult time in reading groups and struggled to meet his goals. A running record done on each child at the beginning of first grade and at the end of each quarter showed the reading levels gained by the student. Individual reading levels

19 are determined by the child s accuracy in reading the text and their comprehension. A child is considered independent at the reading level when they score 90% or higher on oral reading accuracy and 75% on the comprehension of the text. The researcher showed how many students were below, at, and above level 16 and the percentage out of 22 students, along with the average reading score achieved in the first grade class. Based on the information gathered the researcher was able to determine that students in flexible grouping and students not in flexible groups were able to both reach the goal of level 16 at the end of first grade. The three students in the 2010-2011 class who did not meet the goal were students that have special needs or received extra reading assistance to achieve goals. Do you like to read books? Yes Sometimes No Girls 7 2 0 Boys 4 1 1 Summary of Reading Level Achievement Below Level 16 & percentage At Level 16 & percentage Above Level 16 & percentage 2009-2010 0 0 23 100% 2010-2011 3 0 19 14% 86% Average Level Reached 20.4 20.7 Summary Throughout the 2009-2010 school year, the researcher taught 23 students. One hundred percent of the students reached a level 16 on their reading assessments with an

20 average reading level of 20.4. The researcher taught 22 students during the school year of 2010-2011. Of the 22 students taught, 19 students or 86% of the students reached their reading goal of level 16 and had an average reading level of 20.7. Through the student survey, the researcher was able to see where students stand with reading. Of the 9 girls surveyed, 7 like to read and 2 sometimes like to read. Of the 6 boys surveyed, 4 like to read, 1 sometimes likes to read, and 1 does not like to read. Those students that liked to read were also good readers and chose reading if they had free time. The student that did not like to read struggled with reading and chose other activities when he had free time during the day.

21 Chapter V: Discussion Introduction The purpose of this study was to determine the effects of flexible grouping on first grade students reading levels. This study helped to determine the gains made in reading levels by students in flexible reading groups and gains made by students not in flexible reading groups. This study also helped to gain knowledge about the differences in students reading ability across the grade levels of first, second, and third. Limitations Results were specific to Delavan-Darien School District first graders at Delavan- Darien Schools and not generalized to other ages or districts, which made this a study of a specific nature directly to the School District of Delavan-Darien. Conclusions According to the data, the gains made in reading levels achieved through flexible reading groups and gains made in reading levels achieved by those not in flexible reading groups were the same. The statistics confirmed that students in both groups achieved the reading level goal of 16 by the end of first grade. Students also found success outside of the reading block and chose to read on their own during free times. The use of flexible grouping within guided reading has been shown to be a valuable instructional method and has increased students reading and comprehension skills. Recommendations The data and literature confirmed that not only did grade level grouping have positive effects on the first grade reading scores but also showed the benefits of implementing flexible grouping within guided reading having a positive effect on the

22 reading scores of first graders at Delavan-Darien Schools. It is recommended that teachers continue to use flexible grouping with students that would benefit the most from being in this type of setting. First grade students who are grouped with older students should be watched closely to ensure the skills they are doing are not too far ahead of the student s current mastery level or frustration may occur and concepts taught may not have a high success rate. Teachers should also maintain a good mix with reading groups to ensure students are exposed to a variety of reading texts and different classmates throughout the year.

23 References Allington, R. (2001). What really matters for struggling readers: Designing researchbased programs. New York: Addison-Wesley Longman. Dorn, L., French, C., & Jones, T. (1998). Apprenticeship in literacy. Portland, ME: Stenhouse. Dorn, L. & Soffos, C. (2005). Teaching for deep comprehension: A reading workshop approach. Portland, ME: Stenhouse. Flood, J. (1992). Am I allowed to group? Using flexible patterns for effective instruction. (ERIC Document Reproduction Service No. EJ 441 000). Ford, M. (2005). Definition and rationale for flexible grouping. Naperville, IL: Learning Point. Ford, M. (2005). Differentiation through flexible grouping: Successfully reaching all readers. Naperville, IL: Learning Point. Fountas, I. & Pinnel, G. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann. Glaes, J. (1998). What works and doesn t, with at-risk students. Mill Creek, WA: BKS. Good, M. (2006). Differentiated instruction: Principles and techniques for the elementary grades. (ERIC Document Reproduction Service No. ED 491 580). Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit. Herron, A. (2010). How to use a reading survey to assess students. Retrieved from http://www.ehow.com/how_4540813_use-reading-survey-assessstudents.html#ixzz189gtbha9

24 Jamison-Rog, L. (2003). Guided reading basics. Markham, Ontario, Canada: Pembroke. Knowles, L. (2009). Differentiated instruction in reading: Easier than it looks. (ERIC Document Reproduction Service No. EJ 820 268). Lexile Framework. (2009). What is lexile measure? Retrieved November 1, 2009, from http://lexile.com/about-lexile/lexile-overview/. Opitz, M. (1998). Flexible grouping in reading. New York: Scholastic Inc. Opitz, M. (2005). Empowering the reader in every child. New York: Scholastic Inc. Rigby. (2009). Rigby literacy. Retrieved November 1, 2009, from http://rigby.hmhco.com/en/rigbyliteracy_home.htm. Serravallo, J. (2010). Teaching reading in small groups. Portsmouth, NH: Heinemann. Strickland, D., Ganske, K., & Monroe, J. (2002). Supporting struggling readers and writers. Portland, ME: Stenhouse. Tomlinson, C.A. (2000). Differentiation of instruction in the elementary grades. (ERIC Document Reproduction Service No. ED 443 572). Valentino, C. (2000). Flexible Grouping. Houghton Mifflin. Wikipedia. (2009). Differentiated instruction. Retrieved October 26, 2009, from http://en.wikipedia.org/wiki/differentiated_instruction.

25 Appendix A First Grade Reading Survey Girl Boy 1. Do you like to read books? 2. Do you like to read during free time at school? 3. Do you like to read at home for fun? 4. Do you like to read in a group? 5. Do you like to read with a teacher?

26 Parent of First Graders Reading Questions Appendix B 1. Who reads with your child in the evening? 2. How much time does your child spend reading each night with you or on their own? 3. Does your child use reading strategies (picture clues, beginning letter, rereading, sounding out words, etc.) while reading with you or by themselves? 4. When your child is done reading their take home books, do they choose to read books for pleasure (on weekends, vacations, etc)? 5. Did you order from the book orders? Do you think they are beneficial?