Effects of Differentiated Reading Instruction on Student Achievement in Middle School

Little, Catherine A.; McCoach, D. Betsy; Reis, Sally M.

doi:10.1177/1932202x14549250

Cited by 39 publications

(57 citation statements)

References 18 publications

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“…These results are aligned with the previous research that revealed the positive impact of DI on students from elementary to college levels of education (e.g. Martin & Pickett, 2013;Konstantinou-Katzi, et al, 2013;Little, McCoach, & Reis, 2014), and also indicated the applicability and the positive impact of DI in kindergarten (Wu & Chang, 2015).…”

Section: Discussionsupporting

confidence: 92%

“…Meanwhile, Koeze (2007) showed that DI facilitated the achievement of children from low socio-economic status, but DI's effectiveness was not repeated in the sum of students. Moreover, Little, McCoach, & Reis (2014) studied the reading performance of middle school students and found that DI was effective in reading fluency, but not in comprehension. Such conflicting findings imply that DI might be effective for specific groups of children and under certain circumstances.…”

Section: Effectiveness Of DImentioning

confidence: 99%

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Differentiated Instruction in Practice: Curriculum Adjustments in Kindergarten

Mavidou¹,

Κακανά²

2019

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The present study aims to investigate the effectiveness of Differentiated Instruction (DI) on kindergarten children's achievement. More specifically, the paper discusses the effect of different types of adjustments on an Integrated Curriculum following the DI approach. DI is a teaching and learning approach that provides a context to adjust sufficiently several aspects of the curriculum in order to address effectively the needs of all learners. However, the impact of DI is often related to several learning subjects, e.g. reading, mathematics etc., while scarce empirical evidence exists regarding its effectiveness in the context of an Integrated Curriculum. The majority of related research excludes the preschool education; hence, more research about the appropriate implementation of DI in kindergarten settings is needed. The study was quasi-experimental, including pre-and post-tests to examine the effectiveness of DI in reaching the learning goals of three interventions. The participants were 80 kindergarteners for the experimental group and 74 children comprised the control group. The statistical analysis highlighted the positive impact of DI on their achievement. In addition, a tendency was found implying that differentiation by interests was the most effective type of adjustment. The results proved the applicability and positive impacts of DI in kindergarten classrooms, while further research is needed to define and optimize the differentiation strategies and techniques.

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Section: Discussionsupporting

confidence: 92%

Section: Effectiveness Of DImentioning

confidence: 99%

Differentiated Instruction in Practice: Curriculum Adjustments in Kindergarten

Mavidou¹,

Κακανά²

2019

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“…Since the main aim of DI is to increase the academic success of children, its impact on achievement has been the object of investigation for several researchers. Recent studies suggest that differentiated approach affected positively children's performance and enhanced motivation for learning (Koeze, 2007;Lewis & Batts 2005;Little, McCoach, & Reis, 2014;Tobin & Mc Innes, 2008;Tomlinson & McTighe, 2004). Most empirical studies focused on the effectiveness in reading (Little, McCoach, & Reis, 2014) and mathematics (Scott 2012;Tieso, 2005), while few evaluated differentiation in other fields, such as science education (Odgers, Symons, & Mitchell, 2000).…”

Section: Differentiated Instructionmentioning

confidence: 99%

“…Until the end of the program the participants acquired material and strategies to respond to the reading needs of their students. Little, McCoach, & Reis (2014) also organized a PDp with constant group meetings of teachers in order to familiarize them with the differentiated concept and provide additional support during the implementation. Similarly, Tobin & Tippett (2014) developed a PDp with 5 teachers, including group meetings where teachers engaged in a variety of presentations, short lectures, activities and discussions about DI.…”

Section: Professional Development Programs For Differentiated Instrucmentioning

confidence: 99%

Teachers’ Experiences of a Professional Development Program for Differentiated Instruction

Mavidou¹,

Κακανά²

2019

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Differentiated Instruction (DI) is considered as the teaching approach that builds upon children's differences in order to address them and consequently lead each and every child to academic success. Although DI seems to be an effective teaching approach, teachers' perceptions and/or misconceptions, as well as unsuccessful attempts of implementation, constrain its inclusion in everyday practice. Therefore, the need for appropriate and effective Professional Development programs (PDp) is emerging in order to clearly define the concept of DI and facilitate the application of related practices. The aim of the current study is to shed light onto teachers' experiences with DI, through a PDp, which was developed to provide effective support to teachers to change their perceptions and teaching practices and apply successfully DI. The participants were 7 in-service kindergarten teachers. The program lasted 8 months and included deepening on theoretical and practical levels. Multiple tools were used for data collection, such as open-ended questionnaires, personal diary of the researcher and individual semi-structured interviews. Content Analysis showed that teachers initially had misconceptions about the concept of DI and doubts regarding its applicability, while during the program they realized its positive impact on children, which encouraged them to continue their differentiating practice. According to teachers, the successful elements of the program, which contributed to the revision of their personal theories and generally their professional development, were the cooperation with colleagues in a warm and welcoming climate during the meetings, the long-lasting duration and the constant feedback and reflection. To conclude, the PDps provide the necessary context for the teacher to experiment with DI, though the prediction of future application is not yet sufficiently studied.

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“…Implementing differentiated instruction assists to engage disengaged readers. (Little, McCoach & Reis, 2014;Gambrell, 2011& Block&Pressley,2002 In order to effectively implement differentiated instruction in reading and engage students throughout the learning process, an effective teacher needs to know each child's skill level and have an idea of where the child should be (Tomlinson, 2006). Moreover, Latz, Neumeister, Adams and Pierce (2009) assured that in order to successfully implement differentiated instruction in classrooms; teachers must be willing to invest extra planning time and preparation not only to create more work for students, but also create different types of work.…”

Section: Introductionmentioning

confidence: 99%

Using a Differentiated Instruction Based Program for Enhancing Elementary School EFL Sixth Graders' Reading Comprehension Skills and Reading Engagement

Shehata

2019

مجلة البحث فی التربیة وعلم النفس

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‫العدد‬ ‫والجالثوٌ/‬ ‫السابع‬ ‫اجمللد‬ ‫العدد‬ ‫والجالثوٌ/‬ ‫السابع‬ ‫اجمللد‬ ‫الجالح‬ ‫الجالح‬ ‫يوليو‬ ‫يوليو‬ 2012 2012 ‫و‬ ‫و‬ g ga am me el l_ _a ab bd do o5 59 9@ @y ya ah ho oo o. .c co om m http://ms.minia.edu.eg/edu/journal.aspx ‫اليفص‬ ‫وعله‬ ‫الرتبية‬ ‫يف‬ ‫البشح‬ ‫جملة‬ ‫الرتبية‬ ‫كلية‬ -‫املييا‬ ‫دامعة‬ ‫التعليه‬ ‫دودة‬ ‫لضناٌ‬ ‫القومية‬ ‫اهليئة‬ ‫مً‬ ‫ُعتندة‬ ‫م‬ ‫كلية‬ ‫املييا‬ ‫دامعة‬ ‫الرتبية‬ ‫كلية‬ ‫تصدزٍا‬ -‫العدد‬ ‫والجالثوٌ/‬ ‫السابع‬ ‫اجمللد‬ ‫العدد‬ ‫والجالثوٌ/‬ ‫السابع‬ ‫اجمللد‬ ‫الجالح‬ ‫الجالح‬ ‫يوليو‬ ‫يوليو‬ 2012 2012 ‫و‬ ‫و‬ g ga am me el l_ _a ab bd do o5 59 9@ @y ya ah ho oo o. .c co om m http://ms.minia.edu.eg/edu/journal.aspx comprehension test and in the post administration of the reading engagement scale. Recommendations and suggestions for further research were presented. ‫العزبى:‬ ‫امللخص‬ ‫اصتخذا‬ ‫على‬ ‫قائن‬ ‫بزناهج‬ ‫م‬ ‫التذر‬ ‫فى‬ ‫واالنذهاج‬ ‫القزائى‬ ‫الفهن‬ ‫ههاراث‬ ‫لتحضني‬ ‫املتوايز‬ ‫يش‬ ‫أجنبيت‬ ‫كلغت‬ ‫االجنليزيت‬ ‫للغت‬ ‫الذارصني‬ ‫االبتذائى‬ ‫الضادس‬ ‫الصف‬ ‫تالهيذ‬ ‫لذى‬ ‫القزاءة‬ ‫إعداد‬ ‫د‬ / ‫طشاتُ‬ ‫حمند‬ ‫مجال‬ ‫مسوة‬ ‫االجنليزية‬ ‫اللغة‬ ‫تدزيص‬ ‫وطسق‬ ‫املياٍر‬ ‫بقشه‬ ‫مدزض‬ -‫الرتبية‬ ‫كلية‬ -‫املييا‬ ‫دامعة‬ ‫احلالي‬ ‫الدزاسة‬ ‫ٍدفت‬ ‫اىل‬ ‫ة‬ ‫الفَه‬ ‫مَازات‬ ‫لتششني‬ ‫املتنايز‬ ‫التدزيص‬ ‫على‬ ‫قائه‬ ‫بسىامر‬ ‫استخداو‬ ‫أثس‬ ‫حبح‬ ‫كلغة‬ ‫االجنليزية‬ ‫للغة‬ ‫الدازسني‬ ‫االبتدائى‬ ‫الشادض‬ ‫الصف‬ ‫تالمير‬ ‫لدى‬ ‫القساءة‬ ‫فى‬ ‫واالىدماز‬ ‫القسائى‬ ‫وآخسى‬ ‫جتسيبية‬ ‫جمنوعة‬ ‫جمنوعتني‬ ‫استخداو‬ ‫على‬ ‫القائه‬ ‫التذسيبى‬ ‫طبُ‬ ‫امليَر‬ ‫استخداو‬ ‫مت‬ ‫أديبية.‬ ‫مً‬ ‫الدزاسة‬ ‫عيية‬ ‫تلوىت‬ ‫ضابطة.‬ 44 ‫طلبى‬ ‫مبدزسة‬ ‫االبتدائى‬ ‫الشادض‬ ‫الصف‬ ‫تالمير‬ ‫مً‬ ‫وتلنيرة‬ ‫تلنير‬ ‫اجملنوعة‬ ‫أسدٍنا‬ ‫لينجل‬ ‫عظوائيا‬ ‫فصلني‬ ‫اختياز‬ ‫مت‬ ‫سيح‬ ‫التعلينية‬ ‫املييا‬ ‫الدازة‬ ‫التابعة‬ ‫االبتدائية‬ ( ‫التذسيبية‬ 32 ( ‫الضابطة‬ ‫اجملنوعة‬ ‫ميجل‬ ‫واآلخس‬ ) 32 ‫البا‬ ‫واستخدمت‬ ‫أعدت‬ ‫وقد‬ .) ‫قائه‬ ‫بسىامر‬ ‫سجة‬ ‫للنذنوعة‬ ‫لتدزيشُ‬ ‫القساءة‬ ‫فى‬ ‫واالىدماز‬ ‫القسائى‬ ‫الفَه‬ ‫مَازات‬ ‫لتششني‬ ‫املتنايز‬ ‫التدزيص‬ ‫على‬ ‫اىل‬ ‫التذسيبية‬ ‫اجملنوعة‬ ‫تقشيه‬ ‫أدل‬ ‫ومً‬ ‫املعتادة.‬ ‫بالطسيقة‬ ‫الضابطة‬ ‫اجملنوعة‬ ‫دزست‬ ‫بيينا‬ ‫التذسيبية‬ ‫التدزي‬ ‫لتيويع‬ ‫وذلم‬ ‫استيبياىات‬ ‫ثالخ‬ ‫استخداو‬ ‫مت‬ ‫فسعيُ‬ ‫جمنوعات‬ , ‫القساءة‬ ‫اٍتنامات‬ ‫لتيوع‬ ‫طبقا‬ ‫ص‬ ‫الفَه‬ ‫مَازات‬ ‫قائنة‬ ‫على‬ ‫الدزاسة‬ ‫أدوات‬ ‫اطتنلت‬ ‫وقد‬ ‫اجلناعى.‬ ‫العنل‬ ‫حنو‬ ‫والتودُ‬ ‫التعله,‬ ‫أساليب‬ ‫وقد‬ ‫القساءة.‬ ‫فى‬ ‫االىدماز‬ ‫ومقياض‬ ‫القسائى‬ ‫الفَه‬ ‫اختباز‬ ‫املتنايز,‬ ‫التدزيص‬ ‫على‬ ‫قائه‬ ‫بسىامر‬ ‫القسائى,‬ ‫التذ‬ ‫اجملنوعة‬ ‫تفوق‬ ‫الدزاسة‬ ‫ىتائر‬ ‫أظَست‬ ‫القسائى‬ ‫الفَه‬ ‫اختباز‬ ‫فى‬ ‫الضابطة‬ ‫اجملنوعة‬ ‫على‬ ‫سيبية‬ ‫اليفص‬ ‫وعله‬ ‫الرتبية‬ ‫يف‬ ‫البشح‬ ‫جملة‬ ‫الرتبية‬ ‫كلية‬ -‫املييا‬ ‫دامعة‬ ‫التعليه‬ ‫دودة‬ ‫لضناٌ‬ ‫القومية‬ ‫اهليئة‬ ‫مً‬ ‫ُعتندة‬ ‫م‬ ‫كلية‬ ‫املييا‬ ‫دامعة‬ ‫الرتبية‬ ‫كلية‬ ‫تصدزٍا‬ -‫العدد‬ ‫والجالثوٌ/‬ ‫السابع‬ ‫اجمللد‬ ‫العدد‬ ‫والجالثوٌ/‬ ‫السابع‬ ‫اجمللد‬ ‫الجالح‬ ‫الجالح‬ ‫يوليو‬ ‫يوليو‬ 2012 2012 ‫و‬ ‫و‬ g ga am me el l_ _a ab bd do o5 59 9@ @y ya ah ho oo o. .c co om m http://ms.minia.edu.eg/edu/journal.aspx ‫اليفص‬ ‫وعله‬ ‫الرتبية‬ ...

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Effects of Differentiated Reading Instruction on Student Achievement in Middle School

Cited by 39 publications

References 18 publications

Differentiated Instruction in Practice: Curriculum Adjustments in Kindergarten

Differentiated Instruction in Practice: Curriculum Adjustments in Kindergarten

Teachers’ Experiences of a Professional Development Program for Differentiated Instruction

Using a Differentiated Instruction Based Program for Enhancing Elementary School EFL Sixth Graders' Reading Comprehension Skills and Reading Engagement

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