Differentiated Reading Instruction Summary

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The purpose of the article Differentiated Reading Instruction: What and how is to inform the reader about differentiated reading instruction. The main points include the definition of differentiated reading instruction, the operational process and what influences it will bring for teachers and students. Finally, the authors Ankrum and Bean found their conclusion depends on the students, case studies, problem solving, literacy reviews and summary. The authors start the article with a real case study. The example is about Ms. Martin, a professional second grade teacher, who would like to develop and explore the nature of differentiated reading instruction to teach her students. Before the study begins, the authors show some fundamental knowledge …show more content…

These researches show that the best teachers grouped students as whole group, small group and individual lessons when using differentiated instruction. At the same time, they found managing one class or group is easier than planning various activities for multiple groups. It is difficult to reach the goal of “leave no child behind” when managing differentiated instruction for different groups. The authors also think the most followed by the technique methods like teacher-student interaction style could be considered simply. A description of exemplary teachers states that “students in the low-instructional level groups were exposed to as many higher-level teaching strategies as their classmates in higher instructional-level groups”. As the result, the authors want to know how exemplary teachers like Ms. Martin do when she actively considers the different needs of her students (Ankrum & Bean, …show more content…

A pre-assessment is easier for teachers to locate students’ skill level. Certainly, using the suitable assessment tools also needs to be careful. The authors conclude that the development process should be used with a comprehensive assessment that must be on-going and include classroom-based instruction. By observing students’ reading skills and methods, teachers can administer and interpret before they plan the instruction. Ms. Martin conducts formal and informal assessments together. She can quickly find the students’ problems and can have a good exchange with her students at least one month. Through personal conversation, both of them can gain valuable information and knowledge. The grouping formats include three parts: curriculum-based, grade-level appropriate skills and strategies. The authors expand on a method that makes differentiated instruction easier than before. Students can switch groups according to their needs, and it makes teacher’s work efficient and diversified. Ms. Martin shows a successful example of grouping formats, and she is also planning on similar movements (Ankrum & Bean,

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