The Action Research of Using Differentiated Instruction in Reading Course for The Sixth Grade Students

• Main Authors: Hui-Ping Li, 李惠娉
• Other Authors: Hui-Hsueh Chan
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/74051021688225872571

碩士 === 國立新竹教育大學 === 教育與學習科技學系課程與教學碩士在職專班 === 103 === The purpose of the study was using differentiated instruction to create customized reading course. The research method was Action Research. The researcher used differentiated instruction strategies to design three cycles of reading courses for the sixth grade students in Happy Elementary School in Hsinchu. The research period was 10 weeks, from September to December in 2014. Both qualitative and quantitative analyses were conducted in the data analysis. In qualitative analysis, classroom observations , document collection, teaching journals, students’ works and record interviews were used. The pretest and posttest of students’ reading comprehension ability, and the questionnaire of students’ feedback were utilized in the quantitative analysis. The analysis was aimed to understand the implementation process of the course program, student’ achievement and attitudes, and researcher’ professional growth. The final conclusions are summarized as follows: 1.When teachers use differentiated instruction strategies to do reading course, they should make a comprehensive survey of teaching materials, teaching methods, grouping, and assessment to proceed overall course planning. This study assumed that the second cycle is a preferred design model. 2.Using differentiated instruction in reading course should be adjusted according to text material. 3.Teachers who use differentiated instruction to teach students reading course should give back students’ learning conduct and learning responsibilities step by step, and help students become independent readers. 4.The use of differentiated instruction in reading course can enhance whole class students’ reading comprehension ability, especially for low achievement and medium achievement group students. 5.The use of differentiated instruction in reading course can promote every level of students reading comprehension, especially for gaining main ideas. 6.Students hold positive attitudes towards using differentiated instruction in reading course. 7.The action research of using differentiated instruction can encourage teachers to reflect their instruction and enhance professional growth. Based on the research results, some conclusions were proposed for elementary school teachers, future researchers, school administrators and compulsory education advisory group.