Abstract
ABSTRACT In times of increasing heterogeneity in school classes – not only due to inclusive education – the demand for implementing differentiatedinstruction becomes more prominent. Differentiated instruction is supposed to support students according to their competence level. This paper investigates reading competence development in the course of secondary school using data from Starting Cohort 3 of the German National Educational Panel Study (NEPS) and how it is affected by differentiated instruction within German class. Analyses aim at students with low achievement levels and with special educational needs (n = 433) compared to students with average and high achievement levels (n = 1456). The latent change model allows the estimation of the effects of differentiated instruction focusing on tiered assignments in German classes over the course of five years. Data does not suggest an effect of differentiated instruction on reading competence development for neither of the two groups. Although teachers report implementation of differentiated instruction, they may be challenged by the task of differentiated instruction, especially in adapting tiered assignments to various competence levels within class.
Published Version
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