TY - JOUR
T1 - Effects of Differentiated Reading on Elementary Students’ Reading Comprehension and Attitudes Toward Reading
AU - Shaunessy-Dedrick, Elizabeth
AU - Evans, Linda
AU - Ferron, John M.
AU - Lindo, Myriam
PY - 2015/4/1
Y1 - 2015/4/1
N2 - In this investigation, we examined the effects of a differentiated reading approach on fourth grade students’ reading comprehension and attitudes toward reading. Eight Title I schools within one urban district were randomly assigned to treatment (Schoolwide Enrichment Model–Reading [SEM-R]) or control (district reading curriculum) conditions. Treatment teachers implemented SEM-R as a supplement to the district curriculum for 1 academic year, whereas control teachers used the district curriculum. Based on multilevel analyses of students’ posttest reading comprehension scores on the Iowa Test of Basic Skills ( n = 358) and attitudes toward reading as measured by the Elementary Reading Attitudes Survey ( n = 429), no statistically significant differences in students’ attitudes toward reading were found, but SEM-R students had significantly higher scores on the comprehension posttest compared with the students in the control schools.
AB - In this investigation, we examined the effects of a differentiated reading approach on fourth grade students’ reading comprehension and attitudes toward reading. Eight Title I schools within one urban district were randomly assigned to treatment (Schoolwide Enrichment Model–Reading [SEM-R]) or control (district reading curriculum) conditions. Treatment teachers implemented SEM-R as a supplement to the district curriculum for 1 academic year, whereas control teachers used the district curriculum. Based on multilevel analyses of students’ posttest reading comprehension scores on the Iowa Test of Basic Skills ( n = 358) and attitudes toward reading as measured by the Elementary Reading Attitudes Survey ( n = 429), no statistically significant differences in students’ attitudes toward reading were found, but SEM-R students had significantly higher scores on the comprehension posttest compared with the students in the control schools.
KW - differentiation
KW - Schoolwide Enrichment Model–Reading
KW - Title I
KW - reading comprehension
UR - https://digitalcommons.usf.edu/tal_facpub/164
UR - https://doi.org/10.1177/0016986214568718
U2 - 10.1177/0016986214568718
DO - 10.1177/0016986214568718
M3 - Article
VL - 59
JO - Gifted Child Quarterly
JF - Gifted Child Quarterly
ER -