• Login
    View Item 
    •   Home
    • University Colleges
    • SUNY Brockport
    • Theses
    • Education and Human Development Master's Theses
    • View Item
    •   Home
    • University Colleges
    • SUNY Brockport
    • Theses
    • Education and Human Development Master's Theses
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of SUNY Open Access RepositoryCommunitiesPublication DateAuthorsTitlesSubjectsDepartmentThis CollectionPublication DateAuthorsTitlesSubjectsDepartmentAuthor ProfilesView

    My Account

    LoginRegister

    Campus Communities in SOAR

    Alfred State CollegeBrockportBroomeCantonDownstateEmpireFredoniaMaritimeNew PaltzOneontaOptometryOswegoPlattsburghSUNY Polytechnic InstituteSUNY Office of Community Colleges and the Education PipelineSUNY PressUpstate Medical

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Differentiation in Teaching Reading Comprehension and Motivation of Students

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    ehd_theses/1324/fulltext (1).pdf
    Size:
    4.931Mb
    Format:
    PDF
    Download
    Average rating
     
       votes
    Cast your vote
    You can rate an item by clicking the amount of stars they wish to award to this item. When enough users have cast their vote on this item, the average rating will also be shown.
    Star rating
     
    Your vote was cast
    Thank you for your feedback
    Author
    Bates, Mark J.
    Date Published
    2007-07-01
    
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/20.500.12648/5271
    Abstract
    Meeting the needs of all students in a classroom is one of the biggest challenges that teachers face today. Planning lessons in a differentiated format allows teachers to bridge the gap between different levels and styles of learners in their classrooms, since it acknowledges varying readiness levels, learning preferences, and interests. The author evaluated whether teaching in a differential style would increase a student’s motivation and learning engagement. The author worked with a small group of students in guided reading activities, first teaching in a traditional, teacher-led instructional format and then in a differentiated, student-focused format in which students played a more active role. Pre-study and post-study surveys were conducted to measure students’ responses to the differing teaching styles. Students found the differentiated approach to be more engaging and for concepts taught in that mode to be easier to grasp. However, evidence for increased reading comprehension was inconclusive. The author calls for more empirical research on the direct effects of differentiated teaching on student motivation and engagement.
    Collections
    Education and Human Development Master's Theses

    entitlement

     

    DSpace software (copyright © 2002 - 2023)  DuraSpace
    Quick Guide | Contact Us
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.