Differentiated Instruction in Literacy and Allowing Self-Selected Texts for Student Reading Engagement

This Master of Teaching Research Project is a qualitative study that addresses the topics of differentiated instruction in literacy, specifically allowing students to self-select their own texts and providing choice. The existing literature is limited on how teachers are currently differentiating their literacy instruction and what benefits have been seen when allowing students to select their own texts. However, the literature that is present suggests that when students are provided with choice in what they are reading, they are more likely to be engaged with a text, be motivated to read, and to comprehend better than when texts are chosen for them. This study aims to look at how two teachers achieve differentiated instruction in their literacy classrooms, guided by the following question: How is a sample of K-6 teachers differentiating their literacy instruction by incorporating choice in student selection of reading texts and what outcomes do they observe for student engagement in literacy? Overarching themes include participants’ experiences learning from their students, considering students’ interest and abilities, teaching experiences and availability of resources, and how teachers respond to challenges regarding differentiated instruction. I am eager to share strategies that some teachers use to differentiate their literacy instruction in order to engage disengaged readers and how some teachers assist students who struggle with reading comprehension, specifically