Differentiated literacy instruction and its effect on students' reading comprehension

Dublin Core

Title

Differentiated literacy instruction and its effect on students' reading comprehension

Description

MS Ed: Teaching Literacy

Abstract

In today's diverse school systems throughout the United States, different types of students are constantly grouped together in classrooms. Many students have different levels of ability as well as different learning styles. With the pressure of standardized testing and curriculum goals, teachers may feel forced to design instruction based on what students will be tested on rather than being able to incorporate students' interests into lesson planning. This study tested students' performance while students' were placed in their reading groups and the teacher chose the book for them versus students' performance in interest groups where they were able to select a text for themselves.

Creator

DeLucrezia, Lauren

Date Accepted

2012

Contributor

Preskill, Stephen
Lauria, Jennifer
Zanfini, Mary

Rights

U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.

Is Part Of

Wagner College Electronic Thesis Collection

Format

application/pdf

Extent

56 pages

Language

eng

Type

Text

Identifier

Ed_2012_DeLucrezia_Differentiated

Document Viewer

Citation

DeLucrezia, Lauren, “Differentiated literacy instruction and its effect on students' reading comprehension,” Wagner College Digital Collections, accessed November 24, 2017, http://wagnercollections.omeka.net/items/show/15562.