Andere Kunden interessierten sich auch für
![Teaching Reading in Rural and Urban Elementary Schools]( "Teaching Reading in Rural and Urban Elementary Schools")
Teaching Reading in Rural and Urban Elementary Schools48,99 €![The Effects of Reading-logs upon the Students' Story Reading Ability]( "The Effects of Reading-logs upon the Students' Story Reading Ability")
The Effects of Reading-logs upon the Students' Story Reading Ability32,99 €![THe Effects of Music in the Early Childhood Classroom]( "THe Effects of Music in the Early Childhood Classroom")
THe Effects of Music in the Early Childhood Classroom32,99 €![The Effects of a Safe and Orderly Environment on Student Achievement]( "The Effects of a Safe and Orderly Environment on Student Achievement")
The Effects of a Safe and Orderly Environment on Student Achievement38,99 €![The effects of Multi-grade Teaching on Learner Performance]( "The effects of Multi-grade Teaching on Learner Performance")
The effects of Multi-grade Teaching on Learner Performance38,99 €![What Are The Effects Of Using RMA With Students With POHI?]( "What Are The Effects Of Using RMA With Students With POHI?")
What Are The Effects Of Using RMA With Students With POHI?44,99 €![The Effects of Teachers Feedback on Students Ability to Self-Edit]( "The Effects of Teachers Feedback on Students Ability to Self-Edit")
The Effects of Teachers Feedback on Students Ability to Self-Edit32,99 €
This study examined the viability of gradually
and incrementally implementing flexible
differentiated instruction, or what is commonly known
as flexible ability grouping , in primary and middle
schools, with a focus on grade 4. The goal of study
was to show that a happy medium between tracking
(i. e. total ability grouping) and whole-class
instruction (i. e. no ability grouping) would be the
most viable alternative. This alternate is termed
flexible differentiated instruction, of which the
ultimate goal is for teachers to design instruction
methods to meet the unique needs of the students,
with a minimal amount of disruption and the maximum
amount of academic improvement.
Results were measured independently as to the
level of success of the program, both through an
extensive literature review and a research design
using the Burns & Roe Informal Reading Inventory.
The findings of this research indicated that
students who were treated with a flexible
differentiated instruction grouping approach
developed reading comprehension skills achieved at a
greater rate than students who were treated with a
whole class model and a fully differentiated model.
and incrementally implementing flexible
differentiated instruction, or what is commonly known
as flexible ability grouping , in primary and middle
schools, with a focus on grade 4. The goal of study
was to show that a happy medium between tracking
(i. e. total ability grouping) and whole-class
instruction (i. e. no ability grouping) would be the
most viable alternative. This alternate is termed
flexible differentiated instruction, of which the
ultimate goal is for teachers to design instruction
methods to meet the unique needs of the students,
with a minimal amount of disruption and the maximum
amount of academic improvement.
Results were measured independently as to the
level of success of the program, both through an
extensive literature review and a research design
using the Burns & Roe Informal Reading Inventory.
The findings of this research indicated that
students who were treated with a flexible
differentiated instruction grouping approach
developed reading comprehension skills achieved at a
greater rate than students who were treated with a
whole class model and a fully differentiated model.