Abstract
This study explored the influence of a course in an endorsement program on 22 elementary school Taiwanese English teachers’ perceptions of and designs for differentiated reading instruction. Based on the data analysis of the questionnaire, peer- and self-evaluation, and final projects, this study has two major findings. First, participants gained competence in research-based instructional strategies and approaches for differentiated reading instruction through the endorsement program. Tiered assignments were the most popular activities designed by the participants for differentiated reading instruction. Secondly, their self-efficacy gained in terms of improving their learners’ reading performance and solving their reading problems. This study suggested that workshops for differentiated reading instruction may be helpful to elementary school English teachers in order to bridge the gap between their competence and implementation of differentiated reading instruction.
Recommended Citation
Chien, C. (2021). Analysis of Elementary School English Teachers’ Perceptions of and Design for Differentiated Reading Instruction. Journal of English Learner Education. (12)1.
Retrieved from https://stars.library.ucf.edu/jele/vol12/iss1/5
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Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Indigenous Education Commons, Language and Literacy Education Commons, Other Educational Administration and Supervision Commons, Teacher Education and Professional Development Commons
