Differentiating Learning in the Literacy Classroom

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Authors

Tobin, R. & McInnes, A.

Publisher

Literacy (2008) Vol. 42. No. 1 pp 3-9
[Original title: Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms]

Introduction

Different learners learn in different ways, and their learning can be supported by responsive teaching which is attentive to these differences. This is particularly true of subjects such as literacy.

This Canadian study looked at effective methods of personalising learning and offering choice, to deliver literacy learning to pupils with different levels of ability, leading to all learners working towards a common purpose.

The researchers observed 10 teachers in an initial study, and selected two for in depth analysis because they differentiated effectively in line with methods other studies suggested were effective. The study findings are particularly relevant to primary teachers trying to support struggling pupils with literacy, such as those from a disadvantaged background, those learning English as a foreign language, or those with learning disabilities.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What did the researchers discover about personalising literacy? What literacy activities were successful? How does differentiation work? How was the study designed? What are the implications? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Differentiating Learning in the Literacy Classroom This digest found in Inclusion English Send to a friend Word doc 70KB Printer friendly Collate for later Authors Tobin, R. & McInnes, A. Publisher Literacy (2008) Vol. 42. No. 1 pp 3-9 [Original title: Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms] Introduction Different learners learn in different ways, and their learning can be supported by responsive teaching which is attentive to these differences. This is particularly true of subjects such as literacy. This Canadian study looked at effective methods of personalising learning and offering choice, to deliver literacy learning to pupils with different levels of ability, leading to all learners working towards a common purpose. The researchers observed 10 teachers in an initial study, and selected two for in depth analysis because they differentiated effectively in line with methods other studies suggested were effective. The study findings are particularly relevant to primary teachers trying to support struggling pupils with literacy, such as those from a disadvantaged background, those learning English as a foreign language, or those with learning disabilities.