Abstract
AbstractThe purpose of the study was to compare two types of classroom organizations for reading instruction to determine if there were significant differences in reading achievement and reading class attitude between the experimental group, which used a flexible plan for grouping for reading instruction and the control group, which used a 3-group achievement plan for grouping for reading instruction. No significant difference was found. It was concluded that the 3-group achievement plan did as well as the flexible grouping plan and less time was needed for planning and implementation.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Paper version not known
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
