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Reading Instruction through Differentiated Practice

dc.contributor.advisorKaron LeCompteen
dc.contributor.authorSanchez, Amanda
dc.date.accessioned2008-10-01T21:26:02Z
dc.date.available2008-10-01T21:26:02Z
dc.date.issued2008-10-01T21:26:02Z
dc.identifier.urihttp://hdl.handle.net/1803/1310
dc.descriptionTeaching and Learning Department Capstone Projecten
dc.description.abstractThis essay explores the topic of teaching reading through the strategy of differentiated instruction. While the concept of differentiated instruction is discussed and some of the principles of reading instruction are addressed, the primary purpose of this essay is to make more explicit the link between reading instruction and differentiated instruction, and to illuminate the possibility of using both types of instruction together in order to best address the unique needs of each student in the classroom. This essay is structured to cover the "why?" and "how?" questions of differentiated instruction, and also to offer practical implications and questions for consideration. Additionally, a significant portion of this essay investigates the concept of differentiated reading instruction in the four areas of learner and learning principles, learning environment, curriculum and instructional strategies, and assessment.en
dc.language.isoen_USen
dc.publisherVanderbilt University. Peabody College
dc.subjectDifferentiated Instructionen
dc.subjectReading Instructionen
dc.subject.lcshReading teachersen
dc.titleReading Instruction through Differentiated Practiceen
dc.typeCapstoneen
dc.description.collegePeabody College of Education and Human Developmenten
dc.description.departmentDepartment of Teaching and Learningen


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