The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools

Autor/inn/en	Reis, Sally M.; McCoach, D. Betsy; Little, Catherine A.; Muller, Lisa M.; Kaniskan, R. Burcu
Titel	The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools
Quelle	In: American Educational Research Journal, 48 (2011) 2, S.462-501 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831210382891
Schlagwörter	Group Instruction; Reading Comprehension; Reading Fluency; Reading Programs; Grade 5; Individualized Instruction; Reading Achievement; Enrichment Activities; Elementary School Students; Program Effectiveness; Oral Reading; Comparative Analysis; Racial Differences; Limited English Speaking; Disabilities; Academically Gifted; Disadvantaged Youth; Rural Schools; Urban Schools; Suburban Schools; Check Lists + Suchen Sie Ihr Suchwort? Gruppenunterricht; Leseverstehen; School year 05; 5. Schuljahr; Schuljahr 05; Individualisierender Unterricht; Leseleistung; Bereicherungsprogramm; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Rassenunterschied; Handicap; Behinderung; Benachteiligter Jugendlicher; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Checkliste
Abstract	This experimental study examined the effect of a differentiated, enriched reading program on students' oral reading fluency and comprehension using the schoolwide enrichment model-reading (SEM-R). Treatment and control conditions were randomly assigned to 63 teachers and 1,192 second through fifth grade students across five elementary schools. Using multilevel modeling, significant differences favoring the SEM-R were found in reading fluency in two schools (Cohen's "d" effect sizes of 0.33 and 0.10) and in reading comprehension in the high-poverty urban school (Cohen's "d" = 0.27), with no achievement differences in the remaining schools. These results demonstrate that an enrichment reading approach, with differentiated instruction and less whole group instruction, was as effective as or more effective than a traditional whole group basal approach. (Contains 13 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10