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ERIC Number: EJ865816
Record Type: Journal
Publication Date: 2009
Pages: 18
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1524-0754
Differentiated Instruction to Support High-Risk Preschool Learners
DeBaryshe, Barbara D.; Gorecki, Dana M.; Mishima-Young, Lori N.
NHSA Dialog, v12 n3 p227-244 2009
Differentiated instruction is a strategy for meeting the needs of diverse learners. In this article, we describe a differentiated instruction model and examine the effects on high-risk children. One hundred twenty-eight children and their teachers from 8 Head Start classrooms participated in the project. Teachers provided developmentally sequenced, tiered instruction primarily in small group formats. Children made gains on all areas assessed (vocabulary, emergent reading, alphabet knowledge, print concepts, phonological awareness, emergent math). A subgroup of higher risk children was defined as those who scored in the bottom 5th percentile on English vocabulary at the start of the school year. This higher risk group comprised 26% of the sample. Higher risk children made much larger gains on vocabulary over the course of the year than did their lower risk classmates and showed similar or slightly lower rates of change on other measures of early academic skills. Practical issues relating to the implementation of a differentiated instruction model are discussed. (Contains 2 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hawaii