BENEFITS OF SMALL GROUP INSTRUCTION

Language Arts: Benefits of Small Group Instruction

Avisay Cerda

University of St. Thomas

Research Professor: Emiliano Gonzalez, Ph. D. Research Advisor: Virginia Leiker, Ph. D. September 2011

BENEFITS OF SMALL GROUP INSTRUCTION Abstract The purpose of this case study was to investigate the benefits of small group instruction during Language Arts in a second grade bilingual elementary classroom. The students received a pre-test and post-test that attempted to determine if there was a growth in reading comprehension due to the addition of small group instruction. The study took two weeks to complete.

BENEFITS OF SMALL GROUP INSTRUCTION

Table of Contents Abstract Chapter 1: Language Arts: Benefits of Small Group Instruction Problem Statement Variables Population of Interest Self-Reflection Theories and Professional Values Personal Experiences Problem Currently Addressed Reasons Why Problems Exist Research Hypothesis and Justification Hypothesis Research Design Significance of Study Chapter 2: Literature Review Differentiated Instruction Small Group Intervention 9 9 9 9 12 12 12 6 7 8 8 8 6 6 6 6

BENEFITS OF SMALL GROUP INSTRUCTION Guided Reading Skill-focused Lessons Managing Small Groups in the Classroom Lack of Intervention Leading to Increased Drop Out Rates Early Predictors Texas Factors Methodological Strengths and Weaknesses Chapter 3: Method Sample Measures Design Procedure Data Analysis Ethics Chapter 4: Data Data Analysis Study Implementation Implementing the Study 13 13 13 16 16 16 18 19 19 19 20 21 21 22 23 23 23 23

BENEFITS OF SMALL GROUP INSTRUCTION Data Usage Organizing Data Presentation of Results Data Analysis Procedures for Data Analysis Description of Data Results Chapter 5: Discussion Strengths and Limitations Recommendations and Action Planning Personal Implications Recommendations for Future Research References 24 25 25 27 27 28 31 31 32 33 33 34

BENEFITS OF SMALL GROUP INSTRUCTION

Chapter 1 Benefits of Small Group Instruction

Problem Statement A current predicament in the elementary classroom is students do not achieve the expected reading level for their grade. The lack of achieving expected reading levels can be associated with a lack of using small groups and differentiated instruction by the teacher in the classroom. While organizing and implementing small group instruction is sometimes a momentous task, Slack (2008) comments on the difficulty with direct and true words. She writes, "...the unique challenge for most involves organizing whole-class and small-group instruction. 'One-size-fits-all' instruction is not an option. Lessons appropriate for one group of students often do not meet the needs of another group" (Slack, 2008). This study will investigate the benefits of using small groups and describe how small group instruction can increase reading comprehension not only with at-risk students but also for all students. Variable. I have decided to examine the effects of small group instruction on second grade students during Language Arts instruction. Since my classroom consists of bilingual students who all have low socio-economic status, they are all considered high-risk students so it is necessary to reach all students where they are in their language development. Small group instruction serves this purpose. I will administer a pre-test and post-test to assess any significant growth in reading comprehension. Population of interest. This case study takes place in a Houston inner-city elementary school. According to the AEIS report for 2010, the school population is comprised of 91.9%

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economically disadvantaged, 61.7% limited English proficient and 75.4% at risk. The school has a 15.8% mobility rate. The ethnic make-up includes 74.1% Hispanic, 23.6% Asian, and 2.3% labeled as other subgroups. The participants in this study include 16 students in a second grade classroom. This group is composed of ten males and six females between the ages of seven and eight. All students are Hispanic and speak Spanish as their first language. The students are served in a bilingual education classroom with daily English language learner intervention. Students in this classroom are 100% economically disadvantaged. Seven students are included in the Gifted and Talented program and six students are identified as borderline special education. Self-Reflection Theories and Professional Values The small group setting allows for the students individualized instruction that meets each students needs and facilitates their learning. In past readings, the subject of small group analysis and research has often been reviewed. In an article by Vaughn, Hughes, Moody, and Elbaum (2001) authors revealed interesting insights concerning whole class and small group practices. The researchers state small groups allow teachers to have one on one conversation with students, which can lead to effectively analyzing learning difficulties. They believe many students are more at ease in the small group setting and tend to participate and voice any difficulties they may have understanding the concept. They authors go on to say small group allows for individualized treatment of the student whether their needs are based on learning ability or learning style. While whole group instruction was reviewed, the consensus was classroom organization and individualized instruction was difficult to manage (Vaughn, Hughes, Moody, and Elbaum, 2001).

BENEFITS OF SMALL GROUP INSTRUCTION My opinion is students deserve individualized instruction even if it requires extra planning and

classroom management. As Ignacio Nacho Estrada (2002) said, "If a child cant learn the way we teach, maybe we should teach the way they learn." Personal experiences. I started teaching using whole group instruction as this is what was taught in college. Even during observations and the first years of teaching, this approach is all I observed when watching experienced teachers. After the first year of teaching and reflecting on the past year, I felt some students were left behind. The only alternative at the time was after school tutorials but they were not effective as the teachable moment had passed and the rationale was to teach the objective again the same way. I realized teaching a concept again when the first time was not effective was futile even if the group was smaller. This led to pursuing professional development opportunities in the areas of differentiated learning and managing small groups in the classroom. Previously, some teachers practiced small group instruction while others continued to teach using a whole group setting. This even occurred in classrooms on the same grade level. Currently, the administrator in our school is aware of the different teaching practices. She has now mandated the use of small group instruction in the lower grades to accommodate individual student needs. Unfortunately, some teachers still feel very uncomfortable with managing the classroom in this situation. Reasons why problem exists. Referencing Vaughn, Hughes, Moody, and Elbaum (2001), they assert small group instruction can be difficult to manage in the classroom. Using small groups in the classroom requires more planning and more work with individual students. The "one-sizefits-all" philosophy is no longer adequate for today's students (Vaughn, Hughes, Moody, and Elbaum, 2001). While the No Child Left Behind Act has mandated students demonstrate reading

BENEFITS OF SMALL GROUP INSTRUCTION proficiency, planning is a key factor to effective intervention in the classroom (Hummel-Rossi, & Ashdown, 2006). In a time where teachers work more than they have ever done in the past, convincing some of them to go a step further and work even harder is challenging. Some teachers have difficulty stepping out of their comfort zones and learning a new way to teach. Research Hypothesis and Justification Hypothesis Based on my previous experiences, the hypothesis for this study is small group instruction in Language Arts will increase reading comprehension of students. This research will provide evidence small group instruction is an effective teaching method for all students. Research design. A qualitative research approach will be used in the form of a case study

to show small group instruction is effective. A pre-test and post-test will be administered using the district's Curriculum Associate's Test Ready Spanish second grade edition assessment. This test assesses reading comprehension ability. Significance of study. For several years, I struggled with managing my classroom so my instruction would be more effective. Four years ago when I looped with my students from first to second and then second to third grade I saw, the significance of reaching each of my students in any way possible. I was able to challenge myself consistently to differentiate my instruction. I taught using whole group lessons, small group lessons, and peer grouping. I tried ability grouping and homogeneous grouping. These years showed me how important my efforts were to the educational advancement of my students. I experienced many challenges along the way but I would not trade my experiences or the educational growth of my students for one day of relaxation. These lessons are the ones that have led me to research the topic of small group instruction. I

BENEFITS OF SMALL GROUP INSTRUCTION would like to discuss the implications of the benefits of small group instruction so other teachers can implement the benefits of this approach. As a future administrator, I see the need to gather data and explore the literature

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extensively on this subject. This topic is important to me as it strengthens my ability to provide an excellent education for all students in the classroom. The information I learn from this study will give me with the knowledge I need to share with my colleagues. My belief in the validity of using small groups and differentiating instruction is overwhelming. The challenge is to show others this method of teaching is as effective and valuable. I believe if my colleagues know I have used these methods successfully, they will have more respect for my insistence in using this approach. Aside from personal goals, this research will give validation to the effective use of small groups. Therefore, this research will encourage other teachers to embrace new practices and thereby adhere to administration's mandated expectations for small group use in the classroom. Changing teaching practices to include research-based student centered instruction rather than teacher centered instruction is imperative. Abbott, Wills, Greenwood, Kamps, Heitzman-Powell, and Selig (2010) report in their study there is a correlation between poor reading ability in the lower grades and higher dropout rates in the upper grades. This type of research led to the creation of the No Child Left Behind Act (Abbott, Wills, Greenwood, Kamps, Heitzman-Powell, & Selig, 2010). The growing dropout rate among lower income and minority students is further complicated by the NCLB revision that now requires schools to report dropout information. This data is linked to the Adequate Yearly Progress report, which can affect school funding. This data is disaggregated which means low economic or minority sub groups must not be overly represented. The dropout situation can then be said to stem ultimately from inadequate instruction in the lower grades. When students do not achieve the

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expected reading level for their grade in their early years, they continue to be left behind year after year. Low reading comprehension ability affects students success in all other areas of instruction. If we associate what we do in the classroom in the early years with the dropout rate in the later years, we see just how great the significance of using small groups can be to establish a foundation that will remain with students throughout their academic careers. When we look one-step closer, and examine the sub groups that need our extra attention, we see how imperative it is to make the difficult choice and plan small group instruction instead of taking the easy road and using whole group instruction exclusively.

BENEFITS OF SMALL GROUP INSTRUCTION Chapter 2 Literature Review Differentiated Instruction

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All of the components of my research fall under the umbrella of differentiated instruction. Reaching each child where they are academically is an important role of the teacher. Koeze (2007) attempts to determine if differentiated instruction affects student achievement. The researcher uses both qualitative and quantitative methods to collect data and support the researcher's theory (Koeze, 2007). Understanding not all students learn the same way or at the same pace, is the key to understanding how to help each student achieve academically. Koeze (2007) went on to identify six variables that could influence student achievement. Koeze (2007), states "These variables are included pre-assessment, readiness, interests, learning profile, choice, and learning style." Teachers may choose to use differentiated instruction for any of the following preceding reasons. For the purposes of my research, readiness will be the focus. Students that have similar abilities can be taught best in a small group setting in order to limit frustration and enhance student attentiveness. Small Group Instruction After accepting the contingency that differentiated instruction is a method for teachers to use in order to reach all students in the classroom, the use of small groups for reading instruction is a way to further meet the needs of individual students. Kasonovich, Ladinsky, Nelson, and Torgesen (2007) asserted two types of differentiated instruction could be beneficial for student achievement during reading instruction. These two types of lesson structures are guided reading and skills-focused lessons (Kasonovich, Ladinsky, Nelson, and Torgesen, 2007). Guided Reading

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Guided Reading involves teachers guiding students in a format that includes, selecting the text, introducing the text, reading the text, discussing the text, and teaching for strategic activities. The teacher provides support during the lesson, offering discussion based on the above strategies. Teachers use questioning strategies to help build meaning from the text while they monitor the students use of reading skills and ability to comprehend the text. Schaffer and Schirmer (2010) offer their insights on Guided Reading instruction through their article that discusses the positive use of this type of instruction with deaf students (Schaffer and Schirmer, 2010). The authors reported teachers should assess their students instructional reading level. The instructional reading level is important to use as it requires challenging text that provides enough opportunities to teach skills while reading the text. They further comment flexible grouping is necessary and should be based on the changing needs of the students as seen in small group sessions. Another study by Ransford-Kaldon, Flynt, and Ross (2011) offer insights on Guided Reading instruction with specifically economically disadvantaged students (Ransford-Kaldon, Flynt, and Ross, 2011). Their findings suggest Guided Reading instruction is effective with students similar to this study. They found small group instruction using leveled reading materials had a positive effect on students in the lower grades. Skills-focused lessons. Skills-focused lessons can help teachers give students time to practice reading skills they may not have mastered when initially introduced. Skills-focused lessons can include instruction on phonemic awareness, vocabulary, and other reading strategies. Small group instruction can offer a time for re-teaching and practice of these necessary skills.

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The National Institute of Child Health and Human Development (2000) offers information about using skills-focused lessons in small group instruction (National Institute of Child Health and Human Development, 2000). The writers found using varied strategies to teach and reinforce reading comprehension were effective. The institute found effectively teaching reading comprehension included three important themes. The first two components included development of vocabulary instruction, and teaching the concept of interaction between reader and text. Third, teachers must be educated about how students comprehend and how they should teach those strategies. Another article on skills-focused instruction written by Williams, Phillips-Birdsong, Hufnagel, Hungler, and Lundstrom (2009) suggests word study is a way to help students read by teaching spelling through patterns and relationships between letters and sounds (Williams, PhillipsBirdsong, Hufnagel, Hungler, and Lundstrom , 2009). The authors suggest word study can give students strategies for word attack skills that can help with decoding skills. By examining most misspelled words by students and incorporating those words into meaningful groups and teaching spelling strategies to master their spellings, the authors suggest students will recall these words and be able to spell them correctly. Managing Small Groups in the Classroom Time management and planning are keys to successful implementation of small groups in the elementary classroom setting. Woodward and Talbert-Johnson (2009), state, The management of time in the classroom for language development activities, as well as how to differentiate instruction for the needs of readers at all levels, seemed to be of utmost concern for this group of teachers. The authors go on to explain the No Child Left Behind Act requires weakness are

BENEFITS OF SMALL GROUP INSTRUCTION identified in students math and reading abilities. Once identified, intervention is required which

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should be implemented in a small group setting. The authors describe the key components of small group instruction as having three to six students with the same reading level for 30 minutes of data driven intervention. During this time, instruction should be, explicit and direct but engaging and fast paced, feedback for students when errors are made, and many opportunities for students to respond to questions (Woodward and Talbert-Johnson, 2009). Debate about whether the teacher or reading intervention specialist should implement intervention in the classroom or in a pullout situation is ongoing. Whatever the decision, timemanagement and planning are of utmost importance. Scheduling for small groups is complex since the teacher must concentrate on only a few students while there are many other students in the classroom. Planning is important as time is valuable and all resources should be available when needed. An article by Corley (2005) describes how students should be grouped in the classroom by readiness, interest, and learning profile. Once students are grouped, attention should be given to what the students need to learn and how they should learn the information. The author gives very specific strategies to help manage small groups. Among these strategies are using student agendas, portfolios, and choice boards. Work stations and flexible pacing are also suggested. The author notes time and classroom management are key to successful implementation of small groups. Professional development and support are needed to help teachers transition to this different style of teaching (Corley, 2005). Diller s (2007) book, Making the Most of Small Groups, which spells much of what teachers need to know about managing small groups. While not empirical like Woodward and

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Talbert-Johnsons study, it is an important piece of literature and all teachers can benefit. The first two chapters on time and organizing help the teacher with how-to information. While data should drive the content of small groups, the how and when are the two factors that stand in the way of the teacher and progress. Topics like managing testing, forming small groups, using data from popular reading inventories, how to set up groups, time strategies, and a myriad of other suggestions. Lack of Intervention Leads to Increased Drop-Out Rates Early Predictors Alexander, Entwisle, and Horsey (1997) explain possible factors for rising dropout rates in the United States (Alexander, Entwisle, and Horsey, 1997). The authors state despite students starting school enthusiastically, there are four factors that can predict potential dropouts. These factors include background characteristics, family situations, childrens behavior, and early school experiences. Background characteristics are determined in the first grade. Factors are examined such as socioeconomic status, ethnicity, size of family, one or two parent households, and the mothers age when the child was born. The authors concluded from their research some of the factors predicting dropout were, lower SES family, being male, having relatively many siblings, and being born to a younger mother, and residing in a solo-parent household (Alexander, Entwisle, and Horsey, 1997). Other factors were disruptive family lives, a childs self-image, a childs behavior in class, and how the child feels about school. Texas factors. Authors, Blue and Cook (2004) report further findings for the state of Texas. Some highlighted points of their article include high school students from families in the lowest 20% income range were 6 times as likely as those with families in the top 20% income range. Additionally they found, students in low socioeconomic neighborhoods are more likely to

BENEFITS OF SMALL GROUP INSTRUCTION drop out of school than students in more affluent neighborhoods. Alarmingly, 38% of the

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dropouts in 2000 were Hispanic students. Retention is repeatedly listed as a factor in dropout rates because of the damage it does to the students self-esteem. On a positive note, the authors reported early intervention was key to the dropout situation and students are less likely to drop out if they have caring teachers and a positive school experience (Blue and Cook, 2004). Methodological Strengths and Weaknesses Many studies used discuss differentiated instruction and the use of small group instruction in the classroom. Empirical studies like Differentiated Reading Instruction: Small Group Alternative Lesson Structures for All Students or A Randomized Controlled Trial of a Responseto-Intervention (RTI) Tier 2 Literacy Program: Leveled Literacy Intervention (LLI) give insight on various groups of students. Whether qualitative or quantitative research, these articles report differentiated instruction using small groups makes a difference to students who are behind the norm in reading abilities. Other articles suggest both guided reading and skills-focused lessons in small group instruction increase comprehension abilities. Students who are low-achieving and low socio-economic background were profiled in most of these reports. Empirical data from Woodward and Talbert-Johnson (2009) was very informative. Surveys helped to show how veteran teachers felt about different types of reading intervention. The positive and negative aspects of teacher-led and reading specialist-led interventions were noted. While much anecdotal information was reported, the findings seemed to represent only one district. Information concerning the demographics of students was not noted. The article written by Corley (2005), gave insight into differentiated learning and using learning styles to form small groups. The author described how grouping students appropriately leads to student engagement and

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success. The article did not mention demographics, thus it is not known if there were similarities to student demographics in this study. The most helpful reading was by Diller (2007). After reading what many authors have to say about small groups, it is obvious time management and planning play crucial roles in the success of using small groups in the classroom. Information and suggestions given were mostly teacher strategies. Student demographics did not play a part in the management of groups. The author wrote about teachers struggles with small groups in the classroom. These readings were very helpful in developing an understanding of the challenges teachers face while working with small groups. The readings were also very helpful by providing strategies for success. The articles written by Karl, Entwisle, and Horsey and Blue and Cook on dropouts in the United States were valuable because the demographics were most closely similar to the student demographics in this researchers case study. Karl, Entwisle, and Horsey (1997) helped reveal the family and school roles are factors in the dilemma of high school dropouts. Blue and Cook (2004) offered specific insight to issues with Hispanic students. While the information found was informative and valuable to this researcher, the studies ignored the Hispanic bilingual student group altogether. The combination of low socio-economic, minority background, urban location, and bilingual education students have not yet been studied.

BENEFITS OF SMALL GROUP INSTRUCTION Chapter 3: Method Sample

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The participants in this study included 16 students in a second grade classroom. This group was composed of ten males and six females between the ages of seven and eight. All students were Hispanic and spoke Spanish as their first language. The students were served in a bilingual education classroom with daily English language learner intervention. Students in this classroom were 100% economically disadvantaged. Seven students were included in the Gifted and Talented program and six students were identified as low-academic ability. This case study took place in a Houston inner-city elementary school. According to the AEIS report for 2010, the school population is comprised of 91.9% economically disadvantaged, 61.7% limited English proficient and 75.4% at risk. The school has a 15.8% mobility rate. The ethnic make-up includes 74.1% Hispanic, 23.6% Asian, and 2.3% labeled as other subgroups. I submitted the Permission to Conduct Action Research form to the school principal for approval. An informational letter was sent to parents, which required their signature for consent of student participation. Measures For this project, I used Curriculum Associate's Test Ready Spanish second grade edition assessment. This test assessed test-taking skills and reading comprehension ability. Tests and all research data were kept in a locked file cabinet for security purposes. Information or results were not discussed with anyone while conducting my research. My data was used for my own personal growth and later will be shared with other teachers and administrators to aide in their professional growth.

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If a student leaves or enters this second grade classroom, it would have affected the validity of this case study. If a special school mandated circumstance had prevented me from completing my schedule of daily 30-minute small group sessions, this would have also affected reliability or validity. Design A qualitative research approach was used in the form of a case study to show small group instruction is effective. The goal for this research was to give validation to the effective use of small groups in the classroom. This research was also meant to encourage other teachers to embrace new practices. A pre-test and post-test was administered using the district's Curriculum Associate's Test Ready Spanish second grade edition assessment. This test assessed reading comprehension ability. The independent variable was the small group instruction. The dependent variable was reading comprehension. Observations and the use of open-ended questions were used to intermittently assess students. The data was used to determine small group members based on their pre-test scores. Students with similar results were grouped together based on ability. The data was also used after the post-test was administered to compare results of both tests and determine the effectiveness of small group instruction. The research included both quantitative and qualitative design. It was appropriately used for a single teacher in the classroom. In this study the hypothesis showed evidence that small group instruction was an effective teaching method for all students.

BENEFITS OF SMALL GROUP INSTRUCTION Procedure The research involved a three month long window in which data was collected while

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students were taught in small groups. A pre-test was administered at the beginning of the research window. After analysis of the results, students were grouped according to their abilities. Three groups; a high, middle, and low, were formed by the researcher to address the needs of each group. During the rest of the window, each group received an amount of small group instruction based on the group needs. The lowest group received at least three thirty-minute small group instructions sessions weekly, the middle group two times, and the highest group one session. The week started and ended with whole group instruction. At the end of the week the concepts were reviewed and tested for understanding. This data was used to plan for small group instruction for the upcoming week. This process repeated for the rest of the research window. At the end of the window, the post-test was administered. The pre-test and post-test data was compared to show evidence that small group instruction was an effective teaching method for all students. The researcher's timeline was from January 2012 through March 2012. During this time period the pre-test, small group sessions, and post-test were all administered. Data Analysis The data was organized on a daily basis. Data for each group was collected and organized. Pre-tests, post-tests, and weekly assessments were kept in individual student portfolios. Teacher written observations included responses to open-ended questions and teacher concerns and student successes during small group time. These observations were collected during group time and also stored with group test data. The organization of group data was reviewed weekly to prepare lessons for the upcoming week.

BENEFITS OF SMALL GROUP INSTRUCTION Ethical Issues Parent consent was obtained for each child in the research study. The permission slips explained the research and why it was being performed. When returned, the signed permission slips were filed in the individual student folders. While conducting research, ethical issues can arise during the study. The researcher adhered to the schedule and timeline. In this study, each group was treated equally and not

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neglected because of a lack of ability. All data was organized and kept secure until the end of the study.

BENEFITS OF SMALL GROUP INSTRUCTION Chapter 4 Data Analysis My research included both a quantitative and qualitative design to show the benefits of

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small group instruction in language arts. The student sample included 20 bilingual students. A pretest and post-test were administered to the students and the resulting data was collected. The mean, median, and mode were calculated. The score differences were calculated and recorded. The goal for this research was to give validation to the effective use of small groups in the classroom. Study Implementation The nine week study began with a pre-test and ended with a post-test. Data was collected and organized into charts and tables for visual clarity. Pseudonyms were given to students to provide anonymity. Implementing the Study The participants in this study originally included 16 students in a second grade classroom. However, four first grade students were added to the roster and are now included in this research. This group was composed of ten males and six females between the ages of seven and eight. Additionally, three girls and one boy were added which broadened the age span from six to eight years old. The total of students increased to 20 students including eleven boys and nine girls. Seven students were included in the Gifted and Talented program and six students were identified as low-academic ability. Additionally, all four of the first grade students are labeled as Gifted and Talented which increased the total number of GT students to eleven. The demographics of student population remained the same.

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A qualitative research approach was used in the form of a case study to show small group instruction is effective. For this project, I used Curriculum Associate's Test Ready Spanish second grade edition assessment. This test assessed test-taking skills and reading comprehension ability. The independent variable was the small group instruction. The dependent variable was reading comprehension. Observations and the use of open-ended questions were used to intermittently assess students. The pre-test including 16 questions was administered on January 3, 2012 and the post-test including another 16 questions was administered on March 9, 2012. Data usage. The data was used to determine small group members based on their pre-test scores. Students with similar results were grouped together based on ability. Initially, three groups were going to be used but with addition of students, four groups were developed consisting of five students each. Each week students worked in their ability groups on different lessons providing practice in reading comprehension and higher order thinking skills. Students also developed the ability to answer open-ended questions. At the end of each week an assessment was administered which included multiple-choice questions and an open ended essay question. The data from the post-test was used to compare results of both tests and determine the effectiveness of small group instruction. The differences between pre-test and post-test scores were used to determine growth during the research study. The mean, median, and mode were used to provide further data reliability. Organizing data. The data was organized on a weekly basis. Data for each group was collected and organized. As soon as the pre-test was given, it was graded and small groups were determined based on test results. A folder was started for each student and each group had a different color. Weekly assessments were added to each students folder. A separate folder was used for each group to collect teacher written observations during group time. This included

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responses to open-ended questions and teacher concerns as well as student successes during small group time. The organization of group data was reviewed weekly to prepare lessons for the upcoming week. Pre-tests and all other data was kept locked in the classroom filing cabinet for security. Assessment grades were kept on the teachers flash drive. Presentation of Results In order to graphically represent the data acquired, two tables and one chart have been created. Table 1 represents the pre-test and post-test scores for each student. The growth differences were also represented. The lower part of the table shows the mean and the median for both pre-test and post-test. Figure 1 is a chart that shows the mode representing four most common scores for each test. Table 1 of Language Arts Scores per Student Student Pre-test Alca 87 Adolce 75 Hence 25 Ancor 80 Anmart 69 Armart 98 Esthemi 87 Moidragon 60 Mymu 37 Ape 93 Sara 69 Maxi 67 Emsa 73 Kesa 73 Anto 73 Noe 55 Naliz 84 Judra 87 Kemer 80 Bryiz 73 Results Post-test 93 93 71 95 81 98 99 76 91 93 88 96 79 76 92 90 96 96 86 86 Difference Scores +5 +17 +46 +15 +12 0 +12 +16 +54 0 +19 +29 +6 +3 +19 +35 +12 +9 +6 +13

BENEFITS OF SMALL GROUP INSTRUCTION Total Values Mean 72.25 93.05 +20.8 Median 73 91.5 +18.5 Note: Table 1shows the percentage correct of pre-test and post-tests and the difference between these two scores as given to students as a group based on the 100 percentage scale. The lower section shows the mean and median for each test and the difference between those two scores.

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This figure shows the most common modes of the pre-test and post-test given to students as a group based on the 100 percentage scale.

Figure 1. Four most common mode scores.

BENEFITS OF SMALL GROUP INSTRUCTION Data Analysis The research data for this project was analyzed using the mean, median, and mode for the pre-test and post-tests that were administered to the students. In addition, anecdotal information based on observations during small groups was recorded in student folders. Procedures for Data Analysis Table 1 was created to visually record data from the pre-test and post-tests. The students pseudonyms were listed in a table with the scores for their pre-test and post-test in the adjacent columns. In order to calculate the mean for the pre-test where X = the mean and the sum is represented by and divided by N for the total number of students that took the pre-test. The scores were all added and the result was equal to 1,445 or and then divided by N or 20, the

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number of students that took the pre-test. This resulted in the mean or X equal to 72.25 for the pretest. In mathematical terms this would be or 7 or 2.25=1445/20.

In order to calculate the mean for the post-test where X = the mean and the sum is represented by and divided by N for the total number of students that took the post-test. The scores were all added and the result was equal to 1,861 or and then divided by N or 20, the number of students that took the post-test. This resulted in the mean or X equal to 93.05 for the pre-test. In mathematical terms this would be or 93.05=1861//20.

The final column in Table 1 represents the difference between the pre-test and post-test scores. This was calculated to find the gain or loss between the two tests for each student. The difference was calculated between the pre-test and post-test to record the numerical value of gain

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or loss between the two tests. The class mean for the pre-test and the post-test was also calculated and noted in the table. The final row in Table 1 contains information about the median for the pre-test and posttest. To find the median for each test, the scores are ordered from lowest to highest and the midpoint is the median. For the pre-test that median fell between 73 and 73, the same in both directions. For the post-test the median fell between 91 and 92 so I found the halfway point between both scores that was 91.5. Finally, the median values in the last column were subtracted to find the total score differences between the pre-test and post-test. Figure 1 was created to show the mode, the score repeated most often. Because several scores repeated at least two or more times, the chart was created to represent the modes for pre-test and post-test. The pre-test had modes of 69,73,80,87. The post-test had modes of 76, 86, 93, and 96. Description of data results. Table 1 shows all but two students showed growth from pretest to post-test. Those two students did not show gain or loss. I believe that the reason there was a difference between the pre-test and post-test is because of small group instruction. Students were able to receive on average 30 minutes of small group instruction between two and three days a week. During that time, students were worked with closely on areas where intervention was needed. Since all students in a small group needed the same help, time was not lost and instruction was intensified. While most students showed growth because of this process, I think that the reason the two students did not show growth is that these students were already high performing and it is more difficult to show progress in that situation.

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Growth scores showed a range of 0 to 54 points most likely because students that were low performing had more opportunity to show growth. Giving these students exactly the intervention that they required allowed them to focus and perform better. Sometimes students in this group were not able to focus in the large group setting. The small group setting requires everyone to participate and it is noticeable if students are not focusing or understanding. Often in the large group, the same high students always know the answers and the low performing students seem to know that they can fade into the background and not be required to participate. In addition to meeting their academic needs the teacher can also meet their learning style needs and vary instruction and activities accordingly. The mean of pre-test and post-tests reflected a gain of 20.8 points. Figure 1 also shows the growth in the modes for the pre-test and post-test. According to these results, significant gains were made by most students and deficits were not recorded for any students. The students that did not show gains already scored above 90% on both pre-test and post-test. This data validates my hypothesis that small group instruction is effective. While small group instruction does not always produce growth, I believe that it does benefit students by providing for strong connection in the learning process. Students that were low performing seem to grow the most because they did not make connections during whole group instruction. They seemingly understood the subject matter but they did not understand how to transfer that understanding to a new situation. In the small groups, since participation was required students were more likely to take risks because the others in the group seemed to have the same understanding or lack of understanding. When similar material was reviewed during

BENEFITS OF SMALL GROUP INSTRUCTION the whole group instruction these same students felt confident in their understanding and were eager to participate . The group situations also showed students that learning comes from not only the teacher but their peers. They were more willing to listen and learn from each other.

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Chapter 5 Discussion My research included both a quantitative and qualitative design to show the benefits of small

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group instruction in language arts. The student sample included 20 bilingual students. A pre-test and posttest were administered to the students and the resulting data was collected. The mean, median, and mode were calculated. The score differences were calculated and recorded. The goal for this research was to give validation to the effective use of small groups in the classroom. I found that overall, small group instruction benefited these students but when students are already high performing, the benefits will not be as noticeable. Strengths and Limitations In this research, major changes in participants occurred which affected the results of this study. Some of these changes proved to be strengths and others limitations. The limitations were unexpected and beyond my control. The most critical challenge during my research study was unexpected schedule conflicts. Shortly after this research started, testing issues with the upper grades forced second planning period to be changed from the last period of the day to the first period of the day. This change conflicted with the scheduled reading block and small group instruction times. Because of this one change, all the other class schedules had to be changed causing disruption of our class routine. The students routine was affected which caused some regression in classroom behavior for a short time until they adjusted to the new schedule and this proved to be a limitation. Originally, I felt that the following situation would be a limitation but later I realized that it was more of a strength in my research. Four first grade, GT students were added to the class. These students expanded the age range that this research was intended to study. While the students were of the same demographic population, the younger age was considered a major factor. The class size was increased from 16 to 20 students forcing the small group number to increase. Initially these students were to receive

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instruction based on the first grade curriculum but soon it was apparent they could succeed with the intended second grade curriculum. During the first two weeks, the first grade students received extra small group instruction to evaluate their strengths and weaknesses. After this time, these first grade students were integrated into each of the second grade groups. The new students quickly rose to the challenge of the second grade curriculum and this became a challenge to the second grade students. All

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students benefited from this change in the research study. Half way into the study, it was easy to see that the addition of the first grade students to my research group was more a strength than a limitation. Some of my low achieving students felt pressured to work harder because the first grade students were out performing them. It became a challenge to the second grade students. A side benefit to this studys change including first grade students was the realization that students rise to the expectations of the teacher no matter what age or grade level. Expectations can remain high when appropriate intervention is added when needed for students to succeed. I felt when researching this topic, the lack of literature using student participants similar to this student sample was a disadvantage. Research is an important prerequisite for implementation. Not knowing what others before me had tried and whether or not they had succeeded or failed made me wonder why the research for bilingual students had not been published. Small group instruction seems to be beneficial for all students regardless of demographic differences. Recommendations and Action Planning My research leads me to believe small group instruction does benefit the students. These students can benefit no matter what language or age group is used. Small group instruction focuses on the needs of each student. Furthermore, expectations for students must always be high. Appropriate intervention can always be implemented as needed. The population at my school is primarily Hispanic and low income yet our students excel because of high expectations and an atmosphere of learning and dedication by both students and teachers. It is necessary to have a constant awareness of what students are capable of doing

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along with continuous monitoring of student progress. Monitoring student progress is accomplished with data analysis and reacting to that data. Students should receive intervention when needed or more challenging curriculum if appropriate. Administration at my school is constantly providing professional development in the areas of providing small group instruction. All teachers have not yet incorporated this method of teaching into their daily instruction. The continued encouragement to develop stronger teaching methods is included in teacher expectations. Personal Implications Based on my research, I would continue to use small group instruction in my class. I would also continue to expect the most from my students. I believe small group instruction would be valuable in any other subject and I have already started implementing small groups throughout the rest of my curriculum. Based on what I have learned through my research I feel some teachers may not feel comfortable using this methodology in the classroom. I feel I can give support to these teachers and encourage everyone to share ideas and strategies. I think other teachers could benefit from observing my use of small groups in action. Observation will make teachers more comfortable and they can see the theory used in the real classroom. I believe in our school teachers will do what is best for their students. Sharing my experiences with them will encourage them to also promote the use of small group instruction in the classroom. Recommendations for Future Research Now that I have completed my research, I see the first step is to get experiences with bilingual students published. Bilingual teachers need to see that this methodology is beneficial for all students. More research needs to be published concerning bilingual students and diverse methodology. When learning about language arts strategies, teachers need to be able to read about similar students to their own so they will feel encouraged to try new trends and research based learning methods. I know that when I am searching for a way to reach my students I look to what others have tried. There might be an

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assumption that because student demographics are not similar to found research, techniques may not work. I see now that this might not be true. Teachers of bilingual students need to look at the methodology and then apply that to language arts studies in a different language. Because of the

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knowledge I gained through this research project, I plan to broaden my search for published practices that match my teaching style and the learning styles of my students. Student demographics will be a secondary factor. I feel many of the published classroom strategies are going unnoticed by bilingual teachers and that bilingual teachers need more representation in the professional literature. First, I plan on incorporating new language arts strategies and sharing these with my colleagues. Some of my research may even be worthy of publication which may lead to a minimization of the deficit in research topics for bilingual students.

BENEFITS OF SMALL GROUP INSTRUCTION References

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Abbott, M., Wills, H., Greenwood, C. R., Kamps, D., Heitzman-Powell, L., & Selig, J. (2010). The combined effects of grade retention and targeted small-group intervention on students' literacy outcomes. Reading & Writing Quarterly, 26(1), 4-25. Retrieved from http://search.ebscohost.com.ezproxy.stthom.edu:2048/login.aspx? direct=true&db=eric&AN=EJ880666&site=ehost-live; http://www.informaworld.com.ezproxy.stthom.edu:2048/openurl? genre=article&id=doi:10.1080/10573560903396876 Blue, Debbie, and Jennifer E. Cook. "High School Droupts: Can We Reverse the Stagnation in School Graduation?" Study of High School Restructuring 1 (2004): 1-11. Corley, Mary A. "Differentiated Instruction Adjusting to the Needs of All Learners." Ncsall.net. Mar. 2005. National Center for the Study of Adult Learning and Literacy. 15 Sept. 2011 <http://www.ncsall.net/fileadmin/resources/fob/2005/fob_7c.pdf>. Diller, Debbie. Making the most of small groups: differentiation for all. Portland, Me.: Stenhouse, 2007. Dropout Reporting and NCLB Compliance in U.S. Schools. (n.d.). NCSL Home. Retrieved September 06, 2011, from http://www.ncsl.org/default.aspx?tabid=12947 Hummel-Rossi, B & Ashdown, J (2006). Literacy achievement and self beliefs in first grade children. International journal of learning, 12(10), 269-276.

BENEFITS OF SMALL GROUP INSTRUCTION Karl, Alexander L., Entiwisle R. Doris, and Horsey S. Entwisle. "First Grade Forward: Early Foundation of High School Dropout." American Sociological Association 70 (1997): 87107. Kosanovich, M., Ladinsky, K., Nelson, L., & Torgesen, J. (2007). Differentiated reading

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instruction: Small group alternative lesson structures for all students. guidance document for florida "reading first" schools Florida Center for Reading Research. Retrieved from http://search.ebscohost.com.ezproxy.stthom.edu:2048/login.aspx? direct=true&db=eric&AN=ED498777&site=ehost-live Ransford-Kaldon, C., Flynt, E. S., Ross, C., & Society for Research on, Educational Effectiveness. (2011). A randomized controlled trial of a response-to-intervention (RTI) tier 2 literacy program: Leveled literacy intervention (LLI) Society for Research on Educational Effectiveness. Retrieved from http://search.ebscohost.com.ezproxy.stthom.edu:2048/login.aspx? direct=true&db=eric&AN=ED518772&site=ehost-live Slack, Jill (2008). Organizing for effective reading instructional. Retrieved from http://www.readingrockets.org/article/25695/ Schaffer, L. M., & Schirmer, B. R. (2010). The guided reading approach: A practical method to address diverse needs in the classroom. Odyssey: New Directions in Deaf Education, 11(1), 40-43. Retrieved from http://search.ebscohost.com.ezproxy.stthom.edu:2048/login.aspx? direct=true&db=eric&AN=EJ903033&site=ehost-live

BENEFITS OF SMALL GROUP INSTRUCTION Sharon Vaughn, Marie Tejero Hughes, Sally Watson Moody, and Batya Elbaum, Intervention in School and Clinic, Vol 36, No.3, January 2001 (pp.131-137) Vaishnav, Jyoti. "What Works in Comprehension Instruction." Readingrockets 17 Sept. 2011. WETA. 19 Sept. 2011 <http://www.readingrockets.org/article/105/>. Valdez, C. (2002, December 16). Estrada uses power of laughter to teach children respect [Editorial]. The Brownsville Herald, pp. 1-2. Retrieved September 15, 2011, from http://old.brownsvilleherald.com/ts_comments.php?id=53777_0_10_0_C

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Williams, C., Phillips-Birdsong, C., Hufnagel, K., Hungler, D., & Lundstrom, R. P. (2009). Word study instruction in the K-2 classroom. Reading Teacher, 62(7), 570-578. Retrieved from http://search.ebscohost.com.ezproxy.stthom.edu:2048/login.aspx? direct=true&db=eric&AN=EJ835935&site=ehost-live; http://dx.doi.org/10.1598/RT.62.7.3 Woodward, M. M., & Talbert-Johnson, C. (2009). Reading intervention models: Challenges of classroom support and separated instruction. Reading Teacher, 63(3), 190-200. Retrieved from http://search.ebscohost.com.ezproxy.stthom.edu:2048/login.aspx? direct=true&db=eric&AN=EJ862143&site=ehost-live; http://dx.doi.org/10.1598/RT.63.3.2