Effects of a Three Part Strategy Cluster on Reading in Differentiated Vs. Whole Group Instructional Setting

Abstract

The first purpose of this study was to determine if a three part strategy cluster combining an anticipation⁄reaction guide, advance organizer, and Question Answer Relationship strategy significantly increases reading comprehension and content knowledge in students reading on a fourth grade level. Secondly, this study examined if the strategy cluster increased students' ability to formulate reading response questions at four levels. Third, students' attitudes towards reading and question answering were measured. Finally, this study determined if there is a significant increase in students' reading performance in a differentiated classroom versus a whole group instructional setting.

There was no significant difference between control and treatment groups for reading comprehension at the study's conclusion. Both instructional settings were shown to be effective for different purposes. Whole group instruction works well for presenting content and the classroom discussions that are facilitated during that time are beneficial in students' ability to make connections with the text. Students in this group reported a positive change in reading attitude for liking to read, thinking about the story while reading, and utilizing a strategy while reading. Differentiated instruction is effective for teaching students new reading skills. In small groups students are reading text on their instructional level and practicing strategies with teacher feedback. Students in this group reported that they felt better about answering comprehension questions at the end of the study. It is important to consider the type of instructional setting when teaching skills or content. In this study the instructional setting was an important factor in student success.