Responding to Diversity: Differentiating in the Language Arts Classroom

Authors

  • Ruthanne Tobin University of Windsor

DOI:

https://doi.org/10.20360/G2J59K

Abstract

Based on an analysis of the research literature, I identify five broad approaches teachers use to differentiate language arts instruction in the middle-school years. These include: (a) choices in reading materials and creative work products; (b) a discussion-based framework focused on big ideas; (c) dynamic grouping; (d) universal design in whole class literacy instruction; and (e) access to multimedia. The use of these five approaches serves the academic interests of students who are different such as those with learning disabilities, ESL students, struggling readers and writers, and students who are gifted.

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Published

1944-12-31

How to Cite

Tobin, R. . (1944). Responding to Diversity: Differentiating in the Language Arts Classroom. Language and Literacy, 7(2). https://doi.org/10.20360/G2J59K

Issue

Vol:7 No.2 (2005)

Section

Article

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