NAGC 58th Annual Convention & Exhibition
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Effects of Differentiated Reading Instruction on Middle School Student Achievement
Track
:
Research and Evaluation
Date:
Saturday, November 5, 2011
Time:
7:30 AM to 8:30 AM
EST
Room:
Windsor
CO-PRESENTER
(S):
D. Betsy McCoach, Associate Professor, Educational Psychology, University of Connecticut
Sally Reis, Dr., University of Connecticut, Storrs, CT
NAGCFACULTY
(S):
Catherine Little, Associate Professor, Educational Psychology, University of Connecticut
D. Betsy McCoach, Associate Professor, Educational Psychology, University of Connecticut
Sally Reis, Dr., University of Connecticut, Storrs, CT
PRESENTER
:
Catherine Little, Associate Professor, Educational Psychology, University of Connecticut
Description
Talented readers are often overlooked in today’s schools, with the focus on basic proficiency levels and use of remedial approaches. Such approaches limit challenge and do not foster lasting reading enjoyment. This Javits-funded study of middle school reading examined the effect on achievement of an instructional approach involving choice, differentiation, and supported independent reading. Preliminary analyses indicate similar results for treatment and control groups, but with variation by school context. Preliminary results for one assessment suggest a treatment effect that is more marked for students functioning at higher reading levels, a potentially important finding for gifted education researchers.
No items are available for this session.
