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dc.contributor.advisorAllen, Thomas R.
dc.contributor.authorBates, Mark J.
dc.date.accessioned2021-09-07T21:48:54Z
dc.date.available2021-09-07T21:48:54Z
dc.date.issued7/1/2007
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5271
dc.description.abstractMeeting 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.
dc.titleDifferentiation in Teaching Reading Comprehension and Motivation of Students
dc.typethesis
refterms.dateFOA2021-09-07T21:48:54Z
dc.description.institutionSUNY Brockport
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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