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Reading Instruction through Differentiated Practice

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dc.contributor.advisor Karon LeCompte en
dc.contributor.author Sanchez, Amanda
dc.date.accessioned 2008-10-01T21:26:02Z
dc.date.available 2008-10-01T21:26:02Z
dc.date.issued 2008-10-01T21:26:02Z
dc.identifier.uri http://hdl.handle.net/1803/1310
dc.description Teaching and Learning Department Capstone Project en
dc.description.abstract This 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.iso en_US en
dc.publisher Vanderbilt University. Peabody College
dc.subject Differentiated Instruction en
dc.subject Reading Instruction en
dc.subject.lcsh Reading teachers en
dc.title Reading Instruction through Differentiated Practice en
dc.type Capstone en
dc.description.college Peabody College of Education and Human Development en
dc.description.department Department of Teaching and Learning en


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