Higher Levels of Differentiation in Reading Instruction: a potential framework

Abstract

The current model of Reader’s Workshop does not meet the needs of all learners, it groups children into small groups based on general “reading levels”. An individualized data-driven format for reading instruction will target each student’s needs. Using a general education third grade setting, this study examined the impact of this flexible, individualized approach to reading instruction on five third grade students. Participants were students who struggled with reading but did not qualify for academic intervention services. The students were given baseline assessments and provided targeted instruction to target their specific areas of need, then the same battery of assessments was administered again. The quantitative and qualitative results suggest that this format was beneficial for students who are struggling readers. These students made significant gains in most areas of reading. They also demonstrated more positive feelings toward literacy instruction, homework, and reading in general.