Do teachers differentiate materials, lessons, or children? A mixed-method study on differentiated (reading) instruction of Austrian primary school teachers

Abstract

Differentiated instruction is promoted to address student diversity, yet little is known about its implementation within the context of digitalization and reading promotion. This mixed- methods study examines Austrian primary school teachers' conceptions and practices of differentiated (reading) practices. Survey data ( N = 252) and interviews ( N = 10) reveal differentiation as an approach to address individual needs and promote equity, primarily through tiered assignments and worksheets during the practice phase of lessons mainly based on teachers' experience. Frequent differentiation is positively associated with cooperative learning, vocabulary instruction, digital tool usage and teachers' knowledge in reading motivation and classroom management. Systematic integration of differentiated reading promotion is lacking regarding subskills: reading accuracy, fluency, and strategies. The findings hold implications for teacher education and policy decisions.