Literacy Instruction: Should Everything Be Differentiated?

• In Event: 35.083 - Poster Session 7
  In Poster Session: 35.083-1 - Reading Comprehension and Assessment

Abstract

This case study examined one fourth-grade classroom’s literacy practices during their literacy block, identifying which instructional practices were differentiated for students. One fourth-grade teacher, Mrs. Shirley (pseudonym), and 23 students from a Northwest elementary school participated. Prior research has too often emphasized what is different and failed to contextualize differentiation within literacy instruction in general. Differentiated practices, such as using a variety of texts, reading groups, and tiered activities and homework were facilitated in response to assessment data and student interests. In addition, a wide variety of non-differentiated literacy practices (e.g., read-alouds) are critical components to high-quality literacy instruction.

Authors

• Dana Algeo-Nichols, Washington State University

• Kelly Puzio, Washington State University