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Short- and long-term effects of assessment-based differentiated reading instruction in general education on reading fluency and reading comprehension
ARTICLE

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Learning and Instruction Volume 56, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Studies on Child x Instruction interactions show that learning growth depends on the fit of instruction to students' abilities. This study investigates short- and long-term effects of combining learning progress assessment (LPA) as a tool for teachers to constantly monitor their students' progress with differentiated reading instruction to address students' individual needs on reading fluency and reading comprehension. The study was conducted in German elementary school classrooms. Third grade classrooms (

Citation

Förster, N., Kawohl, E. & Souvignier, E. (2018). Short- and long-term effects of assessment-based differentiated reading instruction in general education on reading fluency and reading comprehension. Learning and Instruction, 56(1), 98-109. Elsevier Ltd. Retrieved June 1, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2018.04.009

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