With increasingly diverse students, schools and districts are under pressure to meet rigorous standards and raise student achievement in reading and literacy. Most teachers respond by differentiating their instruction to some extent, but not all scholars and educators agree on whether differentiated instruction works. This systematic review and meta-analysis seeks to determine the effects of Tier 1 differentiation, which is provided by the general education classroom teacher, on literacy outcomes. Distinguishing between designed differentiation and interactional differentiation, the authors provide multiple examples of content, process, and product differentiation in the context of literacy instruction. Reviewing more than 20 years of literacy research, the authors located 18 studies with 25 study cohorts. Outcomes include fluency, decoding, letter-word reading, vocabulary, comprehension, and writing achievement. The overall weighted mean effect size (g) was +0.13 (p = .002) with 88% of the individual point estimates being positive. Overall, the findings indicate that differentiated literacy instruction is an effective evidence-based practice at the elementary level. When teachers are supported to differentiate instruction, students have significantly higher literacy achievement scores, particularly for letter-word (g = +0.20, p = .014) and writing outcomes (g = +0.96, p < .001). The most successful programs took very different approaches to differentiation, including individualization, choice, and an alternate curriculum. However, across the studies, there was an alarming lack of information about the decision-making processes used to guide differentiation and there were no experimental or quasi-experimental studies on guided reading. This review may be helpful as schools clarify their vision for literacy differentiation.

中文翻译：

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差异化读写教学：Boondoggle 还是最佳实践？

随着学生越来越多样化，学校和学区面临着满足严格标准和提高学生阅读和识字成绩的压力。大多数教师在某种程度上通过差异化教学做出回应，但并非所有学者和教育工作者都同意差异化教学是否有效。本系统回顾和荟萃分析旨在确定由通识教育课堂教师提供的第 1 层差异化对识字结果的影响。为了区分设计差异化和交互差异化，作者提供了在读写教学背景下内容、过程和产品差异化的多个例子。作者回顾了 20 多年的扫盲研究，找到了 18 项研究，包括 25 个研究队列。结果包括流畅度、解码、字词阅读、词汇、理解和写作成绩。整体加权平均效应大小 (g) 为 +0.13 (p = .002)，其中 88% 的单个点估计值为正。总体而言，研究结果表明，差异化读写教学是一种有效的初级循证实践。当支持教师区分教学时，学生的识字成绩得分显着提高，尤其是字母单词 (g = +0.20, p = .014) 和写作成绩 (g = +0.96, p < .001)。最成功的项目采用了截然不同的差异化方法，包括个性化、选择和替代课程。然而，在所有研究中，令人震惊的是，关于用于指导分化的决策过程的信息缺乏，而且没有关于指导阅读的实验或准实验研究。当学校阐明他们对识字差异的愿景时，此审查可能会有所帮助。