Differentiated Instructional Techniques and their Effect on Student Reading Comprehension Achievement
MetadataShow full item record
Type of Work34 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Individualized instruction -- Research
Reading comprehension -- Research
Reading -- Research
The purpose of this study was to examine the effectiveness of using a variety of differentiated instructional (DI) techniques to improve the reading comprehension scores of third grade students on the Anne Arundel County Public Schools Reading and Language Arts Benchmark exams. This study involved a control group and a treatment group of students enrolled in one third grade class. The study involved the use of a quasi-experimental design using a pre/posttest to compare data from October 2010 (before DI techniques were implemented) to May 2011 (after DI techniques were completed). The results of this study indicate that DI did have a significant impact on reading achievement from the first Benchmark exam to the third Benchmark exam. Research supports that differentiated instructional (DI) techniques should be used in classrooms to improve motivation during reading instruction and overall reading achievement. Further research is needed to determine if the differentiated instructional techniques would be more beneficial for students in other classes across grade levels.