Date of Award
12-14-2024
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Differentiated Instruction
Capstone Instructor
Brian Boothe
Second Reader
Tosca Grimm
Keywords
differentiation, direct instruction, evidence-based interventions, inclusion, literacy, literacy learning strategies, positive family engagement, parent-teacher partnership, scaffolding
Abstract
Abstract
This paper collected and examined research suggesting differing strategies for literacy learning. The research studies examined used qualitative, quantitative and mixed-methods of data collection. The scope of research included three themes of study: home and family literacy learning strategies, school literacy teaching strategies and strategies for differentiation. Commonalities suggested from the studies included positive reading interactions from families and educator use of research-based literacy strategies. As well as differentiation through scaffolding to meet individual needs, the research suggested positive family joint reading and positive family engagement around literacy improve child literacy outcomes. Studies also suggest research-based literacy strategies directly lead to improved outcomes in the classroom. The differentiated study research suggested evidence-based interventions should be inclusive and best used as part of direct instruction. The three themes work together to create a non-comprehensive catalog of strategies to be used by families and educators. Parent-educator partnership is vital as the research presents data indicating key successful literacy learning is a combination of positive parental interactions around reading and intentional research-based literacy education at school.
Keywords: differentiation, direct instruction, evidence-based interventions, inclusion, literacy learning strategies, positive family engagement, parent-teacher partnership, scaffolding