Effects of Heterogeneous versus Homogeneous Grouping of English Learners' Language and Literacy Development: Evidence from a Randomized Controlled Trial
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| Title: | Effects of Heterogeneous versus Homogeneous Grouping of English Learners' Language and Literacy Development: Evidence from a Randomized Controlled Trial |
|---|---|
| Language: | English |
| Authors: | Michael J. Kieffer (ORCID |
| Source: | American Educational Research Journal. 2025 62(5):909-945. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A200069 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Elementary Schools, Grade 4, Grade 5, Heterogeneous Grouping, Homogeneous Grouping, English Learners, Language Proficiency, Language Skills, Reading Comprehension, Persuasive Discourse, Small Group Instruction |
| DOI: | 10.3102/00028312251355989 |
| ISSN: | 0002-8312 1935-1011 |
| Abstract: | In this preregistered within-teacher randomized controlled trial (n = 84), we tested the effects of grouping English learners (ELs) in homogeneous groups (all ELs) versus heterogeneous groups (ELs and non-ELs) on language, reading comprehension, and argumentative writing. Findings indicated no significant main effects of grouping. However, preregistered moderation analyses indicated that heterogeneous groups benefited students with higher English language skills (Hedges' g = 0.27-0.59 or 0.75-1.93 grade equivalents), whereas homogeneous groups benefited students with lower English skills (g = 0.31-0.58 or 1.00-1.55 grade equivalents). Instructional observations indicated that teachers provided more specialized strategies for ELs in homogeneous groups and more authentic questions for students in heterogeneous groups. Findings question the default use of homogeneous grouping and support considering English proficiency when making instructional and policy decisions for EL instruction. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1483656 |
| Database: | ERIC |
| Abstract: | In this preregistered within-teacher randomized controlled trial (n = 84), we tested the effects of grouping English learners (ELs) in homogeneous groups (all ELs) versus heterogeneous groups (ELs and non-ELs) on language, reading comprehension, and argumentative writing. Findings indicated no significant main effects of grouping. However, preregistered moderation analyses indicated that heterogeneous groups benefited students with higher English language skills (Hedges' g = 0.27-0.59 or 0.75-1.93 grade equivalents), whereas homogeneous groups benefited students with lower English skills (g = 0.31-0.58 or 1.00-1.55 grade equivalents). Instructional observations indicated that teachers provided more specialized strategies for ELs in homogeneous groups and more authentic questions for students in heterogeneous groups. Findings question the default use of homogeneous grouping and support considering English proficiency when making instructional and policy decisions for EL instruction. |
|---|---|
| ISSN: | 0002-8312 1935-1011 |
| DOI: | 10.3102/00028312251355989 |
