Perceptions of differentiating pedagogy for gifted readers, typically developing readers, and students with reading difficulties in multi-grade primary classrooms

Abstract

Multi-grade primary classroom contexts provide opportunities to address the different needs of diverse learners through differentiating instruction. This mixed-methods study is a smaller component of a larger study undertaken in Australia, with other elements reported elsewhere. The study used ecobehavioural assessment to examine the relationships between observed classroom environments, teacher instruction, and behavioural responses of gifted readers, typically developing readers, and students with reading difficulties during literacy lessons in New South Wales (NSW) regional schools. Semi-structured interviews provided observed teachers' perceptions of their classroom instruction. The observation results indicated some key relationships between teacher instruction, student learning responses, and classroom learning contexts or ecologies. While the interviews identified some teacher perceived differentiated instruction for students with different reading needs, both methodological approaches produced evidence of some use of research-based differentiated practices for students with different learning needs.