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Repositioning Differentiation Time as Literacy Acceleration Time.

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Title: Repositioning Differentiation Time as Literacy Acceleration Time.
Authors: Walpole, Sharon
Source: Reading Teacher. May/Jun2024, Vol. 77 Issue 6, p975-981. 7p.
Subjects: Individualized instruction, Students, Reading, Guided reading, Teaching methods
Abstract: In this invited Viewpoint, Sharon Walpole tracks her thinking about feasible, effective, small‐group differentiated instruction. She acknowledges political pressures and the focus on science of reading. She describes the attractiveness and feasibility of guided reading. She then identifies some salient criticisms of the assessments, texts, and instructional model used in guided reading. Finally, she proposes a different use of small‐group time to provide feasible differentiated instruction in foundational skills for students who need them. She invites teachers to investigate the utility of repurposed differentiated small‐group time to accelerate literacy achievement. [ABSTRACT FROM AUTHOR]
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Repositioning Differentiation Time as Literacy Acceleration Time.
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  Data: In this invited Viewpoint, Sharon Walpole tracks her thinking about feasible, effective, small‐group differentiated instruction. She acknowledges political pressures and the focus on science of reading. She describes the attractiveness and feasibility of guided reading. She then identifies some salient criticisms of the assessments, texts, and instructional model used in guided reading. Finally, she proposes a different use of small‐group time to provide feasible differentiated instruction in foundational skills for students who need them. She invites teachers to investigate the utility of repurposed differentiated small‐group time to accelerate literacy achievement. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: May/Jun2024
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