ERIC Number: ED488971
Record Type: Non-Journal
Publication Date: 2004
Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers
International Reading Association (NJ3)
Discover an innovative teaching model that brings children of similar abilities together in small groups for paced instruction that maximizes learning. Based on best practices, the model's step-by-step lesson plans reflect the developmental stages of the reading process and provide students with opportunities to engage in guided reading, word study, and writing. Intended for primary-grade teachers and reading specialists, this book also offers a solid basis for teacher training and reading intervention programs. A companion video series is available for professional development contexts. After a foreword and a preface, this book is divided into the following chapters: (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 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 (9) Conclusion. Appended are: (1) Early Reading Screening Instrument Materials; (2) Word Study Materials; (3) Word Scramble Activities, Cut-Up Sentences, and Dictation Sentences; and (4) Auxiliary Instructional Materials. Also included are a list of references and an index.
Descriptors: Reading Difficulties, Teaching Methods, Reading Instruction, Lesson Plans, Small Group Instruction, Models, Student Evaluation, Developmental Stages, Beginning Reading, Instructional Materials, Skill Development, Reading Skills
International Reading Association, Headquarters Office, 800 Barksdale Rd., PO Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323 (Toll Free); Fax: 302-731-1057.
Publication Type: Books; Reports - Evaluative
Education Level: Primary Education
Audience: Support Staff; Teachers
Authoring Institution: International Reading Association, Newark, DE.