Peer reviewed
Direct linkERIC Number: EJ1492009
Record Type: Journal
Publication Date: 2026-Jan
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: EISSN-1936-2714
Available Date: 2025-11-19
The Importance of Adaptive Literacy Instruction: Now More than Ever
Julie Winneur Ankrum1; Allison Ward Parsons2; Seth A. Parsons2; Canyon Lohnas3; Margaret Vaughn4; Aimee L. Morewood3
Reading Teacher, v79 n4 e70034 2026
Decades of research demonstrate that adaptive teaching enhances student literacy achievement. We conducted a study to investigate occurrences of adaptive teaching and the reflection process of one expert teacher during literacy instruction. We observed lessons using the Adaptive Teaching Observation Protocol (ATOP) and interviewed the teacher after each observed lesson. Our findings show that the teacher demonstrated a high level of responsiveness by making several unplanned instructional adaptations during lessons. This manuscript offers descriptive examples of adaptive teaching to illustrate how teachers integrate research-based instruction (i.e., science of reading [SoR]) to effectively meet the literacy needs of all learners in today's diverse classrooms.
Descriptors: Literacy Education, Reading Instruction, Teaching Methods, Individualized Instruction, Adjustment (to Environment), Evidence Based Practice, Reading Research
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1Indiana University of Pennsylvania, Indiana, Pennsylvania, USA; 2George Mason University, Fairfax, Virginia, USA; 3West Virginia University, Morgantown, West Virginia, USA; 4Washington State University, Pullman, Washington, USA
