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

Year: 2006

Author: Corrigan, Kathleen Flynn, Hemmings, Brian, Kay, Russell

Type of paper: Refereed paper

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.