| Abstract: | This study is based on interviews with two groups of primary school children after they had completed a project in which children were taught in mixed-ability and mixed-gender groups with the purpose of improving their literacy. It examines the organisation of the children and the collaborative style of learning they were engaged in. Presentation of findings take the form of transcribed extracts from the group interviews. In analysing the children's comments, it is argued that mixed-ability teaching provides a setting in which both low- and high-achieving students value the opportunity to work together where both groups believed they benefited. The study suggests that interactions among peers can facilitate literacy development in individual children. At a time when teachers are being asked to group children according to attainment, especially for the literacy hour, the potential benefits of mixed-ability teaching should not be ignored. |
