The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools

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 fi...

Full description

Saved in:
Bibliographic Details
Published inAmerican educational research journal Vol. 48; no. 2; pp. 462 - 501
Main Authors Reis, Sally M., McCoach, D. Betsy, Little, Catherine A., Muller, Lisa M., Kaniskan, R. Burcu
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.04.2011
American Educational Research Association
Subjects
Academic achievement
Academically Gifted
Check Lists
Classroom observations
Comparative Analysis
Control groups
Disabilities
Disadvantaged Youth
Elementary School Students
Elementary schools
Enrichment Activities
Grade 5
Group Instruction
Individualized Instruction
Instructional design
Limited English Speaking
Modeling
Oral Reading
Pedagogy
Pretests
Program Effectiveness
Racial Differences
Reading Achievement
Reading Comprehension
Reading Fluency
Reading instruction
Reading Programs
Rural Schools
Suburban Schools
Teachers
Teaching, Learning, and Human Development
Urban Schools
enrichment
engagement
differentiation
reading achievement
Online AccessGet full text

Cover

More Information
Summary: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 .33 and .10) and in reading comprehension in the high-poverty urban school (Cohen's d = .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.
ISSN:0002-8312
1935-1011
DOI:10.3102/0002831210382891