Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie Hancock / With the inception of No Child Left Behind, educators are required to ensure proficiency for all students in reading and math, but provide no incentive for developing the talents of gifted students (Gentry, 2006b). Implementing differentiation into the classroom can assist educators in providing appropriate instruction for all students and maximizing the potential of gifted learners. Differentiation modifies curriculum and instruction to meet the diverse needs of students in the classroom (Tomlinson, 1999, 2001, 2003). The purpose of this study was to document how differentiation influenced the gifted readers’ ability to think more critically and the fifth grade teacher’s perceptions of differentiation as it was implemented into the reading curriculum for all readers in her classroom. This qualitative research study was conducted in a fifth grade classroom in a rural mid-western community from October 24, 2008 to February 4, 2009. Data collection included response journals of the gifted readers, audio recordings of literature circle discussions, observations/field notes, digital voice recording of interviews with the gifted readers and the classroom teacher, teacher reflective journal, and weekly meetings. Data analysis revealed three levels of critical thinking within ten categories as outlined in the Written Response Hierarchy of Journal Critical Thinking. Advanced Level Critical Thinking included the categories of Synthesis, Character Affinity, Character Scrutiny, and Evaluative Inquiry. Intermediate Level Critical Thinking was evidenced by the categories of Inference, Image Construction, Author’s Writing Technique, and Prediction. Basic Level Critical Thinking was represented by responses in the Ambiguity and Engagement categories. The Oral Response Hierarchy of Literature Circle Critical Thinking revealed four critical thinking levels of oral response. Analytical and Probe represented Advanced Level Critical Thinking, Conjecture demonstrated Intermediate Level Critical Thinking, and Engagement provided evidence of Basic Level Critical Thinking. Advanced Level Critical Thinking was evidenced in both written and oral responses across the three stages of the study. Data analysis further revealed the teacher’s perceptions of differentiated instruction. Benefits included increase in students’ motivation, active involvement and leadership, exceeding expectations, quality of literature circle discussions, confidence in implementing differentiation with continuous support of a mentor, flexibility, and empowerment to solve problems.

Litteraturstudiens syfte är att undersöka lärares undervisningsstrategier och förhållningssätt samt hur det påverkar elevers lärande i arbetet med litteratursamtal. Frågeställningarna som studien har avser att undersöka tidigare forskning, dess resultat samt hur det påverkar lärandet hos elever i åldrarna tre till elva år. Metoden som används för att besvara syftet är att samla in befintlig forskning genom att använda artiklar som material. De tio artiklarna är hittade i databaserna ERIC, Google Scholar och OneSearch. Majoriteten av artiklarna är publicerade i USA och är analyserade genom en tematisk analysmetod. De två undervisningsstrategierna som studien fokuserar på är litteraturcirklar och högläsning med samtal. Resultaten av forskningen tyder på en samstämmighet där undervisningsstrategierna och förhållningssätten liknar varandra. Lärare arbetar exempelvis ofta med olika typer av frågor och stöttning till elever under litteratursamtalen. Detta kan påverka bland annat elevers lärande genom att deras ordförråd utvecklas. Slutsatsen av resultaten tyder på att det är viktigt att lärare gör medvetna val när det gäller bland annat frågor, hur elever påverkas av bokinnehållet och hur de stöttas i undervisningen under litteratursamtalen.

本研究透過網路通訊平台Skype經營線上讀書會，讓偏遠地區學童與來自不同區域的學童進行閱讀討論活動，藉此觀察研究對象之間的互動討論情形與討論的對話內容層次，以探究偏遠地區學童與來自不同城鄉區域的學童組成線上讀書會，對於閱讀成效的影響。本研究之實驗對象共分為三組，實驗組一為偏鄉地區與都會地區國小六年級學童各2名，合計4名之國小六年級學童；實驗組二為偏鄉地區不同國小六年級學童各2名，合計4名之國小六年級學童；對照組為偏鄉地區相同國小共4名之國小六年級學童。本研究在實驗前後實施閱讀理解測驗，並針對各組線上讀書會的討論對話進行內容分析，實驗結束後再針對研究對象進行半結構式訪談。研究結果歸納如下： 一、基於文學圈經營線上讀書會為一可行之線上合作學習模式 二、偏遠地區學童與都會地區學童的線上讀書會成員的異質組合，有助於提升偏遠地區學童的閱讀理解成效 三、偏遠地區學童與都會地區學童的線上讀書會成員組合，有助於激發高層次之討論對話 四、同為偏遠地區但不同學校的線上讀書會成員組合，有助於營造愉快的討論氣氛 五、在討論對話中，偏遠地區學童發表高層次思考型問答以及使用推理用語的次數越多，其閱讀理解成效越好 本研究之研究結果可作為教師基於同步討論經營有效線上讀書會的實施模式參考，也對於有興趣於線上讀書會的研究者提供許多值得探究的研究方向。 / In order to explore the possibility of using information and communication technology to help the children in rural areas and the effects of rural-urban disparity on collaboration learning, this study organizes three online reading groups with different compositions of group members by implementing Literature Circles, a student-led and structured book club. The members of experiment group1 are 2 sixth graders from a rural school and 2 sixth graders from an urban school. The members of experiment group2 are 4 sixth graders. All of them are from rural schools but half of them are from a different school. The members of the control group were 4 sixth graders. All of them are classmates in a rural school. The results of reading comprehension tests and the dialogues of three groups are analyzed to collect quantitative data. A semi-structured interview is conducted to collect qualitative data. The research outcomes shows that the heterogeneous group of rural-urban students could best improve the reading comprehension of rural students and produce high level thinking dialogues. In addition, the group of rural students from different schools could conduct the dialogues in the most delightful atmosphere among all three groups. Based on the research outcomes, relevant applications or in-depth researches could be further preceded in the future.