Date Approved

7-2-2007

Embargo Period

3-28-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Madden, Marjorie

Subject(s)

Individualized instruction; Kindergarten; Reading readiness

Disciplines

Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Abstract

The purpose of this study is to determine whether or not students are successful when differentiated instruction is used in the classroom. By breaking students up into smaller groups and utilizing guided reading this study seeks to determine whether or not students are successful when instruction is geared to each individual's instructional level. The students in this study were broken up into four small groups and taught guided reading three times a week for twelve to fifteen minutes each over a period of three weeks. Through observations and reflections and pre and post assessments the study showed that differentiating instruction had a positive result. It was determined through case studies that three of the students had improved and one had not. The findings of this study suggest that through differentiated instruction, students can be more successful in learning to read.

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