Date Approved


Graduate Degree Type


Degree Name

Education-Literacy Studies: Reading (M.Ed.)

Degree Program

College of Education

First Advisor

Elizabeth Stolle

Academic Year



Today's classroom has a wide range of diversity. To meet these needs, students need individualized instruction. Many classrooms today still present instruction through whole-group. However, research has found this does not benefit students the way differentiated instruction can. Differentiated instruction has two significant misunderstandings. One, teachers see it as they must provide different lessons plans for each student's needs. Secondly, teachers think differentiated instruction is only needed for students working below proficiency. However, with the use of one-on-one reading conferences, teachers can meet all their students' diverse needs and provide differentiated instruction.

Conferring is tailoring instruction to meet students' strengths in needs. This project examines the use of one-on-one reading conferences to provide differentiated instruction. It will provide the five types of effective conferring strategies to use during independent reading time. Teachers providing independent reading time and conferring with all students increase students' self-confidence and academic achievements and provide effective instruction.

Included in

Education Commons