Peer mediation is an effective means of differentiated reading instruction. Douglas and Lynn Fuchs discuss several peer-mediated programmes for primary pupils that are research-backed
FOR MORE THAN A DECADE, differentiated instruction has been one of the “it” phrases in education. This is because it is recognised by many as critically important; a strategy for accelerating pupil learning and for celebrating their diversity. However, it is difficult to accomplish. Despite enthusiasm for the strategy, and occasional descriptions of exemplary teachers, there is persuasive evidence that few classrooms truly differentiate instruction. One promising approach to differentiation is peer-mediated instruction whereby children work together to support each other’s learning.
This article is available to subscribers only. If you are an existing subscriber, please login. New subscribers may register below.