The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools

By Sally M. Reis, D. McCoach, Catherine A. Little, L. Muller, R. Burcu Kaniskan. 2011

280 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bbfffe0edc6d26959a248e07d3a15c91d8bac8e1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. E. Gheyssens
2. Dana Algeo-Nichols
3. Júlia Griful-Freixenet
4. Katrien Struyven
5. Glenn T. Colby
6. Kelly Puzio

In Education

1. Dana L. Thomson
2. E. Gheyssens
3. P. Olszewski-Kubilius
4. Dana Algeo-Nichols
5. Júlia Griful-Freixenet
6. Katrien Struyven
7. Catherine Coubergs
8. Glenn T. Colby

Citations in the corpus

• Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles (2020, background): “Moreover, research on teachers’ implementation of DI shows that DI is often limited to a specific strategy or aimed at a specific group of students (e.g. Bailey and Williams-Black 2008; Reis et al. 2011).”
• Differentiated Literacy Instruction: Boondoggle or Best Practice? (2020, background): “Some studies (e.g., Reis et al., 2011) reported effect size information on multiple cohorts, and we analyzed these separately (e.g., Grades 4–6).”
• Talent Development as a Framework for Gifted Education (2015, background): “Subotnik et al. (2011) proposed a talent development framework based on research in psychological science.”