ERIC Number: ED423512
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Inclusive Instruction for Struggling Readers. Fastback 434.
Choate, Joyce S.; Rakes, Thomas A.
Noting that many teachers and teacher educators were unprepared for the rapid spread of inclusionary placements for at-risk and special learners, this fastback presents principles and practices for teaching struggling learners the basic reading skills they need for academic progress and lifelong learning. The discussions in the fastback are designed to orient educators to the philosophy, knowledge, and skills required to respond to the challenge of providing inclusive reading instruction. The fastback provides five principles that serve as general guidelines for teachers: (1) choose and emphasize the most promising instructional methods; (2) emphasize authentic reading content and skills; (3) offer appropriate accommodations and assistance; (4) increase collaboration to synergize inclusive reading instruction; and (5) expand routine monitoring and evaluation to adjust instruction. (Contains 48 references. An appendix contains options for supplemental reading accommodations.) (RS)
Descriptors: Academic Accommodations (Disabilities), Access to Education, Educational Philosophy, Elementary Education, Inclusive Schools, Instructional Effectiveness, Mainstreaming, Reading Difficulties, Reading Instruction, Reading Skills, Special Needs Students, Student Evaluation
Phi Delta Kappa Educational Foundation, 408 North Union, P.O. Box 789, Bloomington, IN 47402-0789; Tel: 812-339-1156.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: Phi Delta Kappa Research Foundation, Bloomington, IN.