Single-age and multi-age groupings in kindergarten and their effect on literacy achievement

Kathleen Flynn Corrigan; Brian Hemmings; Russell Kay

Single-age and multi-age groupings in kindergarten and their effect on literacy achievement

Kathleen Flynn Corrigan, Brian Hemmings, Russell Kay

Education

Research output: Book chapter/Published conference paper › Conference paper › peer-review

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Abstract

The authors of this paper report on a study that considered the effect of classroom grouping on the literacy achievement of kindergarten students. Data collected from students were used in bivariate and multivariate analyses. Information of a mostly qualitative nature was also gathered from teachers and subjected to analysis. Taken together, the results of these analyses indicated that class type (i.e., single-age versus multi-age) did not affect the overall literacy test results of the kindergarten students. The implications of this study for current educational practice and future research are discussed.

Original language	English
Title of host publication	AARE2006
Subtitle of host publication	Engaging Pedagogies
Place of Publication	Australia
Publisher	AARE
Pages	1-8
Number of pages	8
Publication status	Published - 2007
Event	Australian Association for Research in Education International Education Research Conference: AARE 2007 - Adelaide, Australia, Adelaide, Australia Duration: 27 Nov 2007 → 30 Nov 2007

Conference

Conference	Australian Association for Research in Education International Education Research Conference
Country/Territory	Australia
City	Adelaide
Period	27/11/07 → 30/11/07

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CSU261556Accepted author manuscript, 123 KB

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title = "Single-age and multi-age groupings in kindergarten and their effect on literacy achievement",

abstract = "The authors of this paper report on a study that considered the effect of classroom grouping on the literacy achievement of kindergarten students. Data collected from students were used in bivariate and multivariate analyses. Information of a mostly qualitative nature was also gathered from teachers and subjected to analysis. Taken together, the results of these analyses indicated that class type (i.e., single-age versus multi-age) did not affect the overall literacy test results of the kindergarten students. The implications of this study for current educational practice and future research are discussed.",

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author = "{Flynn Corrigan}, Kathleen and Brian Hemmings and Russell Kay",

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AB - The authors of this paper report on a study that considered the effect of classroom grouping on the literacy achievement of kindergarten students. Data collected from students were used in bivariate and multivariate analyses. Information of a mostly qualitative nature was also gathered from teachers and subjected to analysis. Taken together, the results of these analyses indicated that class type (i.e., single-age versus multi-age) did not affect the overall literacy test results of the kindergarten students. The implications of this study for current educational practice and future research are discussed.

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Single-age and multi-age groupings in kindergarten and their effect on literacy achievement

Abstract

Conference

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