IN ATTEMPTING to break the lock-step pro cedures which have characterized the graded ele mentary school in the past, two forms of organiza tion for the teaching of reading have been employed in the Addison-Rutland District in Vermont. Form 1 : Ability grouping locked within the grade. Standards, materials, and methods are dif ferentiated within the grade levels. Form 2: All reading classes scheduled through out the school at the same time. Students of like reading ability are grouped for reading instruc tion. Grade lines are entirely removed from the reading program. Standards, materials, and methods are adapted to the reading levels. Question 1 : Which of the two types of organi zation for the teaching of reading points to greater progress and improvement in vocabulary skills and reading comprehension skills? Question 2: When groups are equated by means of scores received on the non-verbal section of the Pintner Test of General Ability, and by means of composite scores received on the Iowa Tests of Basic Skills, which of the following classifications of students shows most progress under the graded or ungraded structure? 1. The exceptional (130 IQ and above) 2. The above average (110-129 IQ) 3. The average (90-109 IQ) 4. The below average (70-89 IQ) 5. The exceptional (69 IQ and below) Question 3: What effect does each type organi zation have on the ranges of vocabulary and reading comprehension skills as measured by the Iowa Tests of Basic Skills, Forms 1 and 2 ?
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Reginald Kierstead (1963) studied this question.