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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 0000-0001-8000-7832), C. Patrick Proctor, Andrew W. Weaver (ORCID 0000-0002-2278-0517), Sasha Karbachinskiy, Qihan Chen, Qun Yu, Gabriella Solano, Aaron Coleman (ORCID 0000-0002-3661-8502), Shaelyn M. Cavanaugh, Xiaoying Wu (ORCID 0000-0003-2634-6619), Elise Cappella, Rebecca D. Silverman (ORCID 0000-0002-9785-0313)
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
FullText Text:
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PubType: Academic Journal
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  Data: Effects of Heterogeneous versus Homogeneous Grouping of English Learners' Language and Literacy Development: Evidence from a Randomized Controlled Trial
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  Data: <searchLink fieldCode="AR" term="%22Michael+J%2E+Kieffer%22">Michael J. Kieffer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8000-7832">0000-0001-8000-7832</externalLink>)<br /><searchLink fieldCode="AR" term="%22C%2E+Patrick+Proctor%22">C. Patrick Proctor</searchLink><br /><searchLink fieldCode="AR" term="%22Andrew+W%2E+Weaver%22">Andrew W. Weaver</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2278-0517">0000-0002-2278-0517</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sasha+Karbachinskiy%22">Sasha Karbachinskiy</searchLink><br /><searchLink fieldCode="AR" term="%22Qihan+Chen%22">Qihan Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Qun+Yu%22">Qun Yu</searchLink><br /><searchLink fieldCode="AR" term="%22Gabriella+Solano%22">Gabriella Solano</searchLink><br /><searchLink fieldCode="AR" term="%22Aaron+Coleman%22">Aaron Coleman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3661-8502">0000-0002-3661-8502</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shaelyn+M%2E+Cavanaugh%22">Shaelyn M. Cavanaugh</searchLink><br /><searchLink fieldCode="AR" term="%22Xiaoying+Wu%22">Xiaoying Wu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2634-6619">0000-0003-2634-6619</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elise+Cappella%22">Elise Cappella</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+D%2E+Silverman%22">Rebecca D. Silverman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9785-0313">0000-0002-9785-0313</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22American+Educational+Research+Journal%22"><i>American Educational Research Journal</i></searchLink>. 2025 62(5):909-945.
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  Data: 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
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  Data: Y
– Name: Pages
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  Data: 37
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  Label: Publication Date
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  Data: 2025
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  Data: Institute of Education Sciences (ED)
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Heterogeneous+Grouping%22">Heterogeneous Grouping</searchLink><br /><searchLink fieldCode="DE" term="%22Homogeneous+Grouping%22">Homogeneous Grouping</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Group+Instruction%22">Small Group Instruction</searchLink>
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  Label: DOI
  Group: ID
  Data: 10.3102/00028312251355989
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0002-8312<br />1935-1011
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1483656
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1483656
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        Value: 10.3102/00028312251355989
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 37
        StartPage: 909
    Subjects:
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Heterogeneous Grouping
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      – SubjectFull: Homogeneous Grouping
        Type: general
      – SubjectFull: English Learners
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      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Language Skills
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      – SubjectFull: Reading Comprehension
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