Differentiated Literacy Instruction
Boondoggle or Best Practice
Bibliographic Data
| ID | 21381111 |
|---|---|
| Authors | Kelly Puzio (0000-0003-2838-6374, SquidBooks), Glenn T Colby (0000-0002-0685-5486, American Association of University Professors), Dana Algeo-Nichols (Washington State University) |
| Year | 2020 |
| Volume | 90 |
| Issue | 4 |
| Pages | 459-498 |
| Publication date | 2020-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0034-6543 • E-ISSN: 1935-1046 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0034654320933536 |
| OpenAlex | W3035810223 |
| Language | EN |
| Citations received | 16 |
| References cited | 55 |
With increasingly diverse students, schools and districts are under pressure to meet rigorous standards and raise student achievement in reading and literacy. Most teachers respond by differentiating their instruction to some extent, but not all scholars and educators agree on whether differentiated instruction works. This systematic review and meta-analysis seeks to determine the effects of Tier 1 differentiation, which is provided by the general education classroom teacher, on literacy outcomes. Distinguishing between designed differentiation and interactional differentiation, the authors provide multiple examples of content, process, and product differentiation in the context of literacy instruction. Reviewing more than 20 years of literacy research, the authors located 18 studies with 25 study cohorts. Outcomes include fluency, decoding, letter-word reading, vocabulary, comprehension, and writing achievement. The overall weighted mean effect size (g) was +0.13 (p = .002) with 88% of the individual point estimates being positive. Overall, the findings indicate that differentiated literacy instruction is an effective evidence-based practice at the elementary level. When teachers are supported to differentiate instruction, students have significantly higher literacy achievement scores, particularly for letter-word (g = +0.20, p = .014) and writing outcomes (g = +0.96, p
Context (archaeology) · Curriculum · Differentiated instruction · Fluency · Linguistics · Literacy · Mathematics education · Pedagogy · Phonemic awareness · Reading (process) · Reading comprehension · Vocabulary · Educational Methods and Media Use · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development
When policy pressures practice
Co-creating tools to monitor first graders’ progress in reading
A cognitive task analysis of the teacher skills and knowledge required for differentiated instruction in secondary education
Psychometric properties of an instrument to assess teachers’ practice of differentiated instruction (IATPDI)
Technology for equity
Children’s communicative capital
To Buy or Not to Buy
Enhancing Second Language Acquisition
Complex text and fluency
Developing Professional Discretion to Differentiate Instruction for Underserved Gifted Learners
Avoiding unintended consequences
Analyzing the Impact of English Language Arts Ability Tracking on Desegregation Efforts
Dimensions of Equity in the Science of Reading Research
Unpacking the Influence of Teachers' Reading Instruction Strategies on Primary School Students' Reading Achievement
Differential return on investment
Preparing Novice Teachers to Differentiate Instruction
Exploratory data analysis
Fixed- and random-effects models in meta-analysis.
Effect Sizes in Cluster-Randomized Designs
Intraclass Correlation Values for Planning Group-Randomized Trials in Education
Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms
The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions
Estimation of a Single Effect Size
The Role of Tutoring in Problem Solving
Parental Occupation Inspiring Science Interest
New Immigrants, New Challenges
Second language learning as a mediated process
Cultural Artifacts as Scaffolds for Genre Development
Children's genre knowledge
Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction
The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools
What Works in Gifted Education
Knowledge and Teaching
Beyond Knowledge
| Unique citing works | 16 |
|---|---|
| Citations per year | 4 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |