The purpose of this study is to determine whether or not students are successful when differentiated instruction is used in the classroom. By breaking students up into smaller groups and utilizing guided reading this study seeks to determine whether or not students are successful when instruction is geared to each individual's instructional level. The students in this study were broken up into four small groups and taught guided reading three times a week for twelve to fifteen minutes each over a period of three weeks. Through observations and reflections and pre and post assessments the study showed that differentiating instruction had a positive result. It was determined through case studies that three of the students had improved and one had not. The findings of this study suggest that through differentiated instruction, students can be more successful in learning to read.
","abstract_html":"<p>The purpose of this study is to determine whether or not students are successful when differentiated instruction is used in the classroom. By breaking students up into smaller groups and utilizing guided reading this study seeks to determine whether or not students are successful when instruction is geared to each individual's instructional level. The students in this study were broken up into four small groups and taught guided reading three times a week for twelve to fifteen minutes each over a period of three weeks. Through observations and reflections and pre and post assessments the study showed that differentiating instruction had a positive result. It was determined through case studies that three of the students had improved and one had not. The findings of this study suggest that through differentiated instruction, students can be more successful in learning to read.</p>","abstract_has_math":false,"creators":["Concordia, Andrea L."],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Madden, Marjorie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-07-02T07:00:00Z","date_published":"2007-07-02T07:00:00Z","updated_at":"2026-07-24T04:13:40Z","subjects":["Individualized instruction; Kindergarten; Reading readiness","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/792","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madden, Marjorie"]},{"key":"dc:creator","label":"Author","values":["Concordia, Andrea L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-28T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Individualized instruction; Kindergarten; Reading readiness","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/792"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to determine whether or not students are successful when differentiated instruction is used in the classroom. By breaking students up into smaller groups and utilizing guided reading this study seeks to determine whether or not students are successful when instruction is geared to each individual's instructional level. The students in this study were broken up into four small groups and taught guided reading three times a week for twelve to fifteen minutes each over a period of three weeks. Through observations and reflections and pre and post assessments the study showed that differentiating instruction had a positive result. It was determined through case studies that three of the students had improved and one had not. The findings of this study suggest that through differentiated instruction, students can be more successful in learning to read.
"]},{"key":"dc:title","label":"Title","values":["Differentiating instruction: what does it look like when utilized in a kindergarten classroom?"]}]}],"canonical_facts":{"dc:contributor":["Madden, Marjorie"],"dc:creator":["Concordia, Andrea L."],"dc:date.available":["2016-03-28T07:00:00Z"],"dc:description.abstract":["The purpose of this study is to determine whether or not students are successful when differentiated instruction is used in the classroom. By breaking students up into smaller groups and utilizing guided reading this study seeks to determine whether or not students are successful when instruction is geared to each individual's instructional level. The students in this study were broken up into four small groups and taught guided reading three times a week for twelve to fifteen minutes each over a period of three weeks. Through observations and reflections and pre and post assessments the study showed that differentiating instruction had a positive result. It was determined through case studies that three of the students had improved and one had not. The findings of this study suggest that through differentiated instruction, students can be more successful in learning to read.
"],"dc:identifier":["https://rdw.rowan.edu/etd/792"],"dc:subject":["Individualized instruction; Kindergarten; Reading readiness","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"],"dc:title":["Differentiating instruction: what does it look like when utilized in a kindergarten classroom?"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:40Z"}