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ERIC Number: EJ921701
Record Type: Journal
Publication Date: 2011-Apr
Pages: 40
Abstractor: As Provided
Reference Count: 102
ISSN: ISSN-0002-8312
The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools
Reis, Sally M.; McCoach, D. Betsy; Little, Catherine A.; Muller, Lisa M.; Kaniskan, R. Burcu
American Educational Research Journal, v48 n2 p462-501 Apr 2011
This experimental study examined the effect of a differentiated, enriched reading program on students' oral reading fluency and comprehension using the schoolwide enrichment model-reading (SEM-R). Treatment and control conditions were randomly assigned to 63 teachers and 1,192 second through fifth grade students across five elementary schools. Using multilevel modeling, significant differences favoring the SEM-R were found in reading fluency in two schools (Cohen's "d" effect sizes of 0.33 and 0.10) and in reading comprehension in the high-poverty urban school (Cohen's "d" = 0.27), with no achievement differences in the remaining schools. These results demonstrate that an enrichment reading approach, with differentiated instruction and less whole group instruction, was as effective as or more effective than a traditional whole group basal approach. (Contains 13 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A