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The purpose of this action research was to determine the effect of the type of groups used on students’ fluency scores. The participants of the study were 18 2nd grade students. Data was collected over a 16-week period of time using running records. The first eight weeks of the research students worked with a homogeneous partner and used strategies to work on improving their fluency scores. The second eight weeks students worked with a heterogeneous partner but used the same strategies to work on reading fluency. The data was then analyzed to determine if working with a homogeneous partner or a heterogeneous partner had a greater impact on the students’ fluency scores.

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