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Differentiated Instruction

In teaching reading, one size does not fit all. Today's schools serve children from a variety of families and backgrounds, with a variety of learning strengths and needs. Trying to meet one struggling reader's needs in the context of a diverse classroom is challenging.

Differentiated instruction occurs when teachers respond to academic differences among learners in the classroom. It's a flexible and individual approach to instruction. When a teacher reaches out to an individual or small group and varies his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction. It's not easy, but it is critical for success.

Display: Summaries | Titles only

Differentiation Tips for Parents
By: Ann-Marie Foucault (2008)

Using Peer Tutoring to Facilitate Access
By: The Access Center (2008)

An Educator's Guide to Making Textbooks Accessible and Usable for Students with Learning Disabilities
By: Center for Applied Special Technology and LD OnLine (2007)

The Need for Flexible Alternatives to Print
By: CAST (2006)

An Example of the 90 Minute Reading Block
By: Just Read, Florida! (2005)

How to Adapt Your Teaching Strategies to Student Needs
By: Kathleen Bulloch (2004)

How to Modify Your Teaching for Students With Low Organizational Skills
By: Kathleen Bulloch (2004)

Differentiated Instruction for Writing
By: The Access Center (2004)

Differentiated Instruction for Reading
By: Access Center (2004)

Grouping Students Who Struggle With Reading
By: Sharon Vaughn, Marie Tejero Hughes, Sally Watson Moody, and Batya Elbaum (2001)

Teaching All Children
By: National Institute for Urban School Improvement (2000)

What Makes Differentiated Instruction Successful?
By: Carol Ann Tomlinson (2000)

What Is Differentiated Instruction?
By: Carol Ann Tomlinson (2000)

Differentiated Classroom Structures for Literacy Instruction
By: Diane Henry Leipzig (2000)

For older articles, see the Differentiated Instruction Archives >

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