Effects of Differentiated Reading Instruction on Student Achievement in Middle School

Autor/inn/en	Little, Catherine A.; McCoach, D. Betsy; Reis, Sally M.
Titel	Effects of Differentiated Reading Instruction on Student Achievement in Middle School
Quelle	In: Journal of Advanced Academics, 25 (2014) 4, S.384-402 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X14549250
Schlagwörter	Reading Instruction; Individualized Reading; Individualized Instruction; Reading Achievement; Independent Reading; Middle School Students; Reading Fluency; Reading Comprehension; Pretests Posttests; Hierarchical Linear Modeling; Grade 6; Grade 7; Grade 8; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Leseunterricht; Individualisierender Unterricht; Leseleistung; Freies Lesen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseverstehen; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Reading instruction often does not focus on appealing to student interests, offering choice, or responding to the needs of advanced readers. In this experimental study, we examined the effects on achievement of an instructional approach involving choice, differentiated instruction, and extensive, supported, independent reading, with corresponding elimination of regular reading instruction. The study, which incorporated multi-site cluster-randomized design, was conducted in four middle schools with 2,150 students and 47 teachers. Pretest and posttest data were collected on reading fluency and comprehension, with Hierarchical Linear Modeling (HLM) procedures used to investigate the effects of the intervention. Results indicated similar results overall for treatment and control group students, with treatment outperforming control on reading fluency at two of the schools. The findings demonstrate that the intervention resulted in similar or higher scores for fluency and similar scores for comprehension, despite the diminished whole-group and small-group instruction provided in the intervention as compared with regular reading classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10