A renewed impetus toward the improvement of reading instruction has been provided in great measure by the nationwide thrust toward educational accountability. Educators have been prompted to seek diverse means for improving reading instruction because of the realization that large numbers of average to high IQ children exhibit a discrepancy between capacity and performance scores. Supplementary instructional programs have been instituted; teacher in-service programs have been provided; paraprofessionals have been employed; teaching methodologies have been varied; learning centers have been constructed; management systems have been implemented; and new textbooks have been adopted. Altering the delivery of instruction, however, has been afforded minor consideration in the quest for improved reading instruction. Varying the delivery of reading instruction is a positive step toward the differentiation of a reading program, because in so doing the individual instructional needs of students can be met more readily. This process can be facilitated directly through the employment of scheduling procedures accompanied by distinct staffing patterns. Limited options have been available to teachers in modifying the delivery of instruction. The choice of instructional alternatives for teachers can be expanded by incorporating the scheduling concept into the reading program.
Sweet, A. P., & Canady, R. L. (1979). Scheduling for a Differentiated Reading Program. Reading Horizons: A Journal of Literacy and Language Arts, 20 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol20/iss1/7