A Pentagonal Pyramid Model for Differentiation in Literacy Instruction Across the Disciplines

Bong Gee Jang, Dawnelle Henretty, Heather Waymouth

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


To create an atmosphere that encourages student involvement and develops lifelong learners, educators are finding that differentiated instruction provides a viable framework. Typically, students who populate modern classrooms have diverse interests, varied cultural and linguistic backgrounds, and an assortment of literacy skill levels. Many are familiar with technology and at ease with different modalities of texts (e.g., print, digital). The authors offer a comprehensive approach, a pentagonal pyramid model, that specifically addresses adolescent learners’ needs and reflects their nuanced sociocultural contexts. The authors believe that this model can serve as an effective and practical tool for differentiation in literacy instruction across the disciplines. The model can accommodate the entire spectrum of students, incorporating technology and multiple texts and valuing different literacy levels, motivation, and cultural and linguistic backgrounds, when planning, implementing, and assessing instruction.

Original languageEnglish (US)
Pages (from-to)45-53
Number of pages9
JournalJournal of Adolescent and Adult Literacy
Issue number1
StatePublished - Jul 1 2018


  • 3-Early adolescence
  • 4-Adolescence
  • 5-College/university students
  • 6-Adult
  • Content literacy
  • Content literacy
  • In-service < Teacher education
  • Instructional models < Strategies, methods, and materials
  • Instructional strategies
  • Instructional strategies; methods and materials
  • Preservice < Teacher education
  • Teacher educationprofessional development
  • professional development
  • professional development
  • teaching strategies < Strategies, methods, and materials

ASJC Scopus subject areas

  • Education


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