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ERIC Number: ED480254
Record Type: Non-Journal
Publication Date: 2004
Pages: 269
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-87207-007-7
Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers.
Tyner, Beverly
As many schools are adapting to an ever-increasing broad range of learners, it becomes more important than ever to develop instruction to respond to these academically diverse students. Without differentiated reading instruction, some children will fall further behind, while others will be left unchallenged. This book presents the Small-Group Differentiated Reading Model, an explicit classroom-tested and research-based model that provides effective reading instruction by combining guided reading and word study in small groups, allowing the teacher to address the needs of beginning and struggling readers in a regular classroom setting. Following a Foreword and a Preface, chapters in the book are: (1) Beginning Reading Instruction and the Small-Group Differentiated Reading Model; (2) Planning for Instruction and Assessing Student Progress in the Small-Group Differentiated Reading Model; (3) Instructional Strategies in the Small-Group Differentiated Reading Model; (4) Stage 1: Emergent Reader; (5) Stage 2: Beginning Reader; (6) Stage 3: Fledgling Reader; (7) Stage 4: Transitional Reader; (8) Stage 5: Independent Reader; and Conclusion. Appendixes are: Early Reading Screening Instrument Materials; Word Study Materials; Word Scramble Activities, Cut-Up Sentences, and Dictation Sentences; and Auxiliary Instructional Materials. Chapters present easy-to-use lesson plans and activities to support the five stages of reading. Contains 46 references and 12 children's literature references. (NKA)
Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 (Order no. 007-553, $25.95). Tel: 302-731-1600, ext. 293; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: International Reading Association, Newark, DE.