The purpose of this investigation was to determine the effects of a differentiated reading approach, the Schoolwide Enrichment Model-Reading (SEM-R) on reading comprehension and attitudes toward reading with heterogeneously-grouped grade four classes in urban Title I schools. The analyses were carried out in a multilevel modeling framework, so that the nesting of the students within schools could be taken into account. Findings indicate statistically different positive effects on both reading comprehension as assessed on the Iowa Test of Basic Skills (ITBS) and attitudes toward reading as measured by the Elementary Reading Attitude Survey (ERAS). Implications for research with Title I schools and diverse populations of students, including gifted students, will be discussed.
Available at: http://works.bepress.com/linda_evans/20/