Elaine VazquezEducation 574Research Paper
In the course of this class, I have taken the time to peruse severalrecent articles that touch upon different facets of recent research inliteracy practices. Within this paper I will speak directly to the use of varied grouping options, instructional practices, varied curriculummaterials, differentiated instruction, and motivational strategies. Inaddition to a brief summary I will provide a short reflection on how Ican connect the information to my own practice as a Literacy Coach inthe context of my particular school, Dr. Pedro Albizu Campos PuertoRican High School.
The most instructive information I found regarding groupingoptions was a study conducted in 2003 entitled “Reading InstructionGrouping for Students with Reading Difficulties
”. The study examinedthe effect of different teacher to student literacy instruction group sizeratios, namely 1:1, 1:3, and 1:10. The researchers included a widevariety of instructional elements such as phonological awareness, wordstudy, reading fluency, and comprehension. They also examined theuse of group size for both native English speaking and Spanishspeaking, English language learning (ELL) students. In theirdiscussion, they write, “For reading comprehension, both the 1:1 and
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