Effects of targeted interventions and of specific instructional time on reading ability in French children in grade 1

Differentiated instruction in reading in elementary schools: a systematic review

“…Some examples of content and product differentiation from the studies were by providing diverse books, giving code-focused and meaning-focused instruction based on the students' reading assessments, and allowing students to choose projects in reading instruction [28], [33], [35], [39]. On the other hand, process differentiation can be given by allocating specific instructional time and providing guided reading and individualized instruction in classrooms [36]- [38]. Some researchers recommended increasing the quality and quantity of explicit instruction, such as lengthening and improving the frequency of guided reading and individualized instruction for students [32], [40].…”

“…Förster et al [35] differentiated the content by deciding whether to provide code-focused or meaning-focused instruction using repeated reading and reciprocal teaching based on the "Reading Sportsman" framework. Second, process differentiation was depicted as teachers adapt specific instructional time for reading (SITR) based on student characteristics [36], assigning students to routine comprehension activities developed based on student's interests and targeted reading levels [28], conducting guided reading and targeted reading instruction (TRI) to the students [37], [38], and engaging students with computer-assisted instruction for the independent practice of reading skills such as vocabulary and decoding skills [24], [31]. Finally, product differentiation can be seen from the use of differentiated graphic organizers for students' reading comprehension [28] and choices of projects such as student-written reports or student-led research based on their readiness and interest [39].…”

Impacts of the four-day school week on early elementary achievement

“…especially for those at-risk for on-time grade progression (Simmons, et al 2007;Harn, Linan-Thompson, and Roberts, 2008;Ecalle, et al, 2021). Second, the non-school weekday (typically Friday) is likely to present challenges for student learning and skill development, especially for families with younger school-age children.…”

Sustainable Development Goals in the COVID-19 Pandemic: A Narrative Review

“…Not only drawbacks, but also opportunities have come up during the pandemic. In Taiwan, a web-based learning system to teach English reading worked better than the paper-and-pencil approach, suggesting a sustainable model for the future in high-schools [98]. Digital literacy and health education are key factors to enhance at all educational levels as transversal knowledge to make sure learning and self-protection standards are maintained during a pandemic [97,99].…”