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Evaluating Differentiation of Learning in Reading Instruction.

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Title: Evaluating Differentiation of Learning in Reading Instruction.
Authors: Veatch, Jeannette1
Source: Educational Leadership. Mar1965, Vol. 22 Issue 6, p408-411. 4p.
Subject Terms: *Literacy programs, *Individualized reading instruction, *Montessori method of education, *Reading aids & devices, *Classroom learning centers, *Continuous progress programs
Abstract: The article focuses on the role of differentiated reading programs in evaluating reading instruction. Differentiated learning is most easily a fact when the learners are the ones that choose the material by which they are taught to read. This factor of pupil choice, sometimes called self-selection or free-choice, is crucial. The uniqueness of every human being has been substantiated too fundamentally to allow contrary argument. One of the best known reading programs built almost entirely upon the principle of self-choice is Montessori. The use of independent writing to teach reading is an excellent bench mark in assaying whether or not a reading program allows for differentiated learning. The capacity of reading approaches to differentiate learning must, among others, be judged on the criteria of pacing or rate of reading. In summary, then, reading programs that meet the criteria of differentiating teaching and learning stand or fall upon the guidelines of: pupil choice of material, independent writing, pacing or rate of reading, personal identification, and individual conferences.
Database: Education Research Complete
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Header DbId: ehh
DbLabel: Education Research Complete
An: 18659055
AccessLevel: 6
PubType: Periodical
PubTypeId: serialPeriodical
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  Data: Evaluating Differentiation of Learning in Reading Instruction.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Leadership%22">Educational Leadership</searchLink>. Mar1965, Vol. 22 Issue 6, p408-411. 4p.
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  Data: *<searchLink fieldCode="DE" term="%22Literacy+programs%22">Literacy programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Individualized+reading+instruction%22">Individualized reading instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Montessori+method+of+education%22">Montessori method of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+aids+%26+devices%22">Reading aids & devices</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+learning+centers%22">Classroom learning centers</searchLink><br />*<searchLink fieldCode="DE" term="%22Continuous+progress+programs%22">Continuous progress programs</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: The article focuses on the role of differentiated reading programs in evaluating reading instruction. Differentiated learning is most easily a fact when the learners are the ones that choose the material by which they are taught to read. This factor of pupil choice, sometimes called self-selection or free-choice, is crucial. The uniqueness of every human being has been substantiated too fundamentally to allow contrary argument. One of the best known reading programs built almost entirely upon the principle of self-choice is Montessori. The use of independent writing to teach reading is an excellent bench mark in assaying whether or not a reading program allows for differentiated learning. The capacity of reading approaches to differentiate learning must, among others, be judged on the criteria of pacing or rate of reading. In summary, then, reading programs that meet the criteria of differentiating teaching and learning stand or fall upon the guidelines of: pupil choice of material, independent writing, pacing or rate of reading, personal identification, and individual conferences.
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=18659055
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      – Code: eng
        Text: English
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        StartPage: 408
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      – SubjectFull: Literacy programs
        Type: general
      – SubjectFull: Individualized reading instruction
        Type: general
      – SubjectFull: Montessori method of education
        Type: general
      – SubjectFull: Reading aids & devices
        Type: general
      – SubjectFull: Classroom learning centers
        Type: general
      – SubjectFull: Continuous progress programs
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      – TitleFull: Evaluating Differentiation of Learning in Reading Instruction.
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            NameFull: Veatch, Jeannette
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              Text: Mar1965
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              Y: 1965
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            – TitleFull: Educational Leadership
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