Differentiated Instruction: Effects on Reading in the Urban Schools | Differentiated Instruction: Effects on Reading Comprehension in the Urban Elementary School Setting

Frank D'Angelo

ISBN 10: 3639161378 / ISBN 13: 9783639161373

Published by VDM Verlag Dr. Müller, 2009

About this Item

Differentiated Instruction: Effects on Reading in the Urban Schools | Differentiated Instruction: Effects on Reading Comprehension in the Urban Elementary School Setting | Frank D'Angelo | Taschenbuch | Englisch | VDM Verlag Dr. Müller | EAN 9783639161373 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

Seller Inventory # 101558630

Bibliographic Details

• Title: Differentiated Instruction: Effects on Reading in the Urban Schools | Differentiated Instruction: Effects on Reading Comprehension in the Urban Elementary School Setting
• Publisher: VDM Verlag Dr. Müller
• Publication Date: 2009
• Language: English
• ISBN 10: 3639161378
• ISBN 13: 9783639161373
• Binding: Taschenbuch
• Condition: Neu
• Seller catalogs:
  • Bücher

About this title

Synopsis

This study examined the viability of gradually and incrementally implementing flexible differentiated instruction, or what is commonly known as flexible ?ability grouping?, in primary and middle schools, with a focus on grade 4. The goal of study was to show that a ?happy medium? between tracking (i. e. total ability grouping) and whole-class instruction (i. e. no ability grouping) would be the most viable alternative. This alternate is termed flexible differentiated instruction, of which the ultimate goal is for teachers to design instruction methods to meet the unique needs of the students, with a minimal amount of disruption and the maximum amount of academic improvement. Results were measured independently as to the level of success of the program, both through an extensive literature review and a research design using the Burns & Roe Informal Reading Inventory. The findings of this research indicated that students who were treated with a flexible differentiated instruction grouping approach developed reading comprehension skills achieved at a greater rate than students who were treated with a whole class model and a fully differentiated model.

About the Author

Dr. Frank D'Angelo is an Assistant Professor in the Early Childhood and Elementary Education department at Bloomsburg University in Bloomsburg, Pennsylvania. Voted the Outstanding Professor at the university in 2006, his areas of research include mathematics coaching models and urban education.