| Abstract: | This study, combining classwide curriculum-based measurement and peer-mediated instruction, used a single-subject research design to address the effectiveness of two grouping adaptation strategies (heterogeneous small-groups versus peer tutoring) to accommodate individual and group differences in learning. Academic performance in the domains of number and arithmetic skills of 19 low, average, and high achieving first-grade linguistic minority pupils was measured by recording scores over 12 weeks and across multiple observations. The results revealed a significant increase in number sense and arithmetic skills when pupils worked in pairs. Whole group, ability group, and individual comparisons for each dependent variable were made. Results are also discussed in terms of an attempt to craft strategies for including academically diverse pupils in mainstream classrooms. |
