How Can I Effectively Teach and Support Reading at First Class Level Through Differentiated Station Teaching?

This self-study action research project arose from the question of how to improve and support the teaching of reading at First Class level. A differentiated station teaching approach was adopted, and differentiation represents the unique feature of this living-theory research. The origins of my values are presented both in terms of Froebelian and Montessori practices, and the interconnectedness of these practices with action research is outlined. Equality of education with compassion, care, empathy, dialogue, and an emerging value of hope are explored throughout. Relevant Literacy literature is scrutinised both in terms of a ‘balanced approach to literacy’ and a ‘science of reading’ approach. Literacy within the Irish context is discussed within the former approach, and the evolving international research in how we learn to read, is discussed in the latter. A pragmatic, interpretivist paradigm forms the basis of this study. This seeks to answer questions about my practices recognising that, human interaction and dialogue is at the heart of any meaningful educational change. A mixed methods research approach is utilised throughout, incorporating a range of both quantitative and qualitative tools. This provides for the triangulation of data and adds validity and rigour to the study. Three main findings are discussed within this paper. Firstly, differentiated station teaching results in improvements in children’s Literacy levels, with children demonstrating increases in sound knowledge and how they apply these sounds in independent writing. Sight words recognition and application in writing is also noted within these Literacy improvements. Secondly, there is an improvement in children’s attitude to Literacy and this results in corresponding improvements in their confidence levels. Finally, essential collaboration required among adults during differentiated station teaching both enhances the delivery of the stations, while also resulting in continuous professional development for all teachers involved. A community of practice is formed through this process. My changing practices at the heart of this research are explored, recognising my continued commitment to critically reflect on my practices, value children’s voice, while incorporating play as a key tenet of my Froebelian identity. The limitations of this project are discussed in terms of the significant reliance on capable and motivated teachers. The challenge of preparing reliable qualitative tools is explored and the lack of research in the area of differentiated station teaching is highlighted. The impact of Covid absences in the class during the study is also considered. Finally, the complexity of changing practices within an educational environment is considered as the journey of change involves relationships that evolve during the process. The emerging value of hope in providing an intervention for children of all abilities is the final message