Date
11-2019
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Amy Jones
Keywords
Differentiated Instruction, Reading Proficiency, Differentiation, mClass
Disciplines
Education | Elementary Education | Language and Literacy Education
Recommended Citation
Capers, Diedre L., "The Relationship Between Teachers’ Understanding and Implementation of Differentiated Reading Instruction and Third-Graders’ Reading Achievement Scores" (2019). Doctoral Dissertations and Projects. 2244.
https://digitalcommons.liberty.edu/doctoral/2244
Abstract
The purpose of this correlational study was to determine whether the predictor variables, teachers’ perceived understanding and implementation of differentiated instruction, as measured by the Understanding and Implementation of Differentiated Instruction survey, had a relationship to the criterion variable, third-grade students’ reading achievement, as measured by the mClass: Reading 3D Text Reading and Comprehension Test. Using convenience sampling, third grade teachers from six rural North Carolina counties were invited to participate in the study. Data from 54 third grade teachers who consented to participate were analyzed using a Pearson product moment correlation. The results of this study indicated that a statistically significant relationship did not exist between teachers’ understanding and implementation of differentiated instruction and third-grade students’ reading achievement scores.
