Predicting the Understanding and Implementation of Differentiation in Literacy Instruction for Kindergarten and First-Grade Teachers: A Correlational Study

The purpose of this non-experimental predictive correlation quantitative study was to determine whether a predictive relationship existed between kindergarten and first-grade teachers’ implementation and understanding of differentiation in literacy lessons and teachers’ years of teaching experience and level of education. The study included 197 participants who were licensed kindergarten and first-grade teachers teaching in public and private elementary schools in the southeastern seaboard region of Virginia during the 2023-2024 school year. The Teacher Survey on Differentiated Instruction as well as background demographics information, were collected through Qualtrics for this study. The questionnaire consisted of screening questions, background demographics, the Teacher Survey on Differentiated Instruction, and an optional drawing. Multiple linear regression was used as the statistical technique for data analysis. The results confirmed a correlational relationship between kindergarten and first-grade teachers' knowledge and implementation of differentiation from a linear combination of years of teaching experience and level of education. Recommendations for future research include replicating the study with participants in other regions in Virginia and participants in other areas of the United States, both of whom have and have not adopted a Science of Reading perspective. Additionally, another study could be conducted with a different instrument to measure teachers' knowledge and understanding as well as adding a variety of other variables.