Differentiated instruction in reading in elementary schools: a systematic review

Achmad, Widya Karmila Sari and Rachman, Sidrah Afriani and Aras, Latri and Amran, Muhammad (2024) Differentiated instruction in reading in elementary schools: a systematic review. International Journal of Evaluation and Research in Education (IJERE), 13 (3). pp. 1997-2005. ISSN 2252-8822

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Abstract

Abstract Increasingly diverse learners in today’s classroom might require teachers to implement differentiated instruction (DI) to create an effective learning process. This systematic review provides an overview of how DI was implemented in reading instruction in elementary education. For this purpose, the researchers systematically searched five databases (APA PsycINFO, Education Research Complete, ERIC, Scopus, and Web of Science). Based on the inclusion criteria, 28 empirical studies from 2002 to 2022 were selected for review. To be included in the review, the studies should be empirical, written in English, peer-reviewed, focusing on reading in elementary education, and include students with or without disabilities. The researchers created content coding in Microsoft Excel spreadsheet to extract relevant information from the selected studies. The findings indicated that implementing DI in reading instruction to elementary school students includes differentiation in content, process, and product, increased quality and quantity of explicit reading instruction, assessments informed instructions, and integrating DI with other instructional models. This emphasizes that although differentiation might seem complex, it is possible to implement it in reading instruction.

Item Type:	Article
Uncontrolled Keywords:	Classroom implementation; Differentiated instruction; Elementary education; Reading; Systematic review
Subjects:	KARYA ILMIAH DOSEN Universitas Negeri Makassar > KARYA ILMIAH DOSEN
Divisions:	FAKULTAS ILMU PENDIDIKAN FAKULTAS ILMU PENDIDIKAN
Depositing User:	Muh. Restu Susanto
Date Deposited:	25 Jun 2024 03:45
Last Modified:	25 Jun 2024 03:45
URI:	http://eprints.unm.ac.id/id/eprint/35729

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