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An Analysis of the Types and the Frequency of Use of Differentiated Instructional Strategies Utilized by Urban Middle School Teachers to Meet the Academic, Social, and Emotional Requirements of Low-level Readers

Urban middle schools face the overwhelming challenge of assisting a diversity of learners in the area of literacy. Many of these learners are in need of academic support and need assistance from educators in reaching grade-level competency within the academic area of reading. Differentiation addresses the possibility of assisting each of these students academically. This study examined the types, and the frequency of use, of differentiated instructional strategies utilized by middle school teachers to assist diverse learners in achieving grade-level reading competency. Qualitative data was gathered via questionnaire, focus group sessions, and classroom observations. This case study analyzed the methods and the frequency of use of differentiation utilized by middle school teachers within all disciplines to assist low-level readers. A middle school in an urban area of California was used for this study. Analysis of data was coded to establish recurring themes and to determine teacher understanding, educators' use of, and the frequency of use of differentiated instruction. Teachers of reading, in all academic areas, were asked how they use differentiation, what factors determine which differentiated instructional strategies they use, their knowledge and skills of the use of differentiation, and their frequency of use of differentiation. The findings of this study have implications for future staff developments within this urban middle school and teachers of reading in other settings.

Therefore, it is essential that a comprehensive approach to reading takes place in
conjunction with teacher training in literacy. There is a need to assist low-level
readers in the area of increasing reading comprehension because of state ...