A comparative study of the literacy development of at‐risk children in graded versus nongraded classrooms

Abstract

This study investigated the impact of a nongraded instructional organization on the reading and language development of 117 kindergarten through second grade age children. Sixty‐one children were in three nongraded classrooms (each composed of kindergarten‐, first‐, and second‐grade‐age children).

Fifty‐six children were in three graded classrooms (one kindergarten, one first, and one second grade). A Pretest‐Posttest Control Group design was used. Approximately 80% of the children received free or reduced lunch and both groups had diverse populations of children. Reading development was measured using a story retelling procedure and ITBS reading subtest scores. Language development was measured by the Peabody Picture Vocabulary Test‐Revised, ITBS language subtest scores, and a T‐unit analysis of oral language. Findings indicated there were no significant differences between the two groups on any of the measures. The findings are important to educators who are implementing a nongraded organization in order to accelerate the literacy development of at‐risk populations of children.