Based on this review, we conclude that teachers can help high-ability students in mixed-ability classrooms in grades one to six across various educational contexts using the educational practices reported in this study.
The impact of educational practices on afective-motivational learning outcomes was inconclusive. Four different educational practices were shown to have a positive impact on cognitive learning outcomes: providing dynamic feedback, enhancing self-regulated learning, adjusting the curriculum and providing diferentiated instruction. Applying these criteria resulted in the inclusion of seventeen studies.
Only empirical studies that investigated the impact of interventions were included. In order to identify these educational practices, we conducted a review of the existing literature, comprising a systematic search of the Education Resources Information Center and Web of Science databases for studies from the last 25 years. Since there has been no clear overview of educational practices that beneft high-ability students in mixed-ability classrooms in grades one to six, this review aims to provide insight into the efects of educational practices on the cognitive and afective-motivational learning outcomes of high-ability students. Explicitly supporting multiple aspects of reading simultaneously appeared to benefit diverse learners on a range of reading outcomes. CORI was equally effective for lower achievers and higher achievers. Compared with TI students, CORI students scored higher on posttest measures of word recognition speed, reading comprehension on the Gates-MacGinitie Reading Test, and ecological knowledge. Low achievers in the CORI group were afforded explicit instruction, leveled texts, and motivation support. The authors tested this expectation experimentally by comparing the effects of Concept-Oriented Reading Instruction (CORI) with traditional instruction (TI) on several outcomes in a 12-week intervention for low achievers and high achievers. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read.
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