| Response to intervention resulted in mandated differentiated instruction (DI) taking place in one state's elementary schools in effort to increase students' reading achievement scores. Evaluation of mandated DI methods had not been previously conducted, and the enduring impact on students' reading achievement was unclear. To address the problem, effects of DI on standardized reading achievement scores were examined. Multiple intelligence theory and constructivism were utilized as theoretical frameworks for implementing DI into treatment classrooms. A nonrandom purposeful sampling included archived reading scores of 58 students at elementary level. A quantitative ex post facto design was used to examine the effects of DI on students' 3rd and 4th grade reading achievements. Reading achievement of treatment group, taught with DI, and control group, taught without DI, was tracked from second through 3rd and 4th grade. Stanford Achievement Test Series 10 and the state's Comprehensive Assessment Program scores were used as dependent variables. Second grade test scores and socioeconomic status were used as covariates. Control and treatment 3rd grade scores were compared to examine immediate effect of DI on students' reading achievement, and 4th grade scores were compared to examine the enduring effect of DI. Analysis of covariance indicated no significant differences in reading achievement scores. Implications for positive social change include identifying needed improvements in DI that can result in improved reading achievement. |
