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ERIC Number: ED493738
Record Type: Non-Journal
Publication Date: 2007
Pages: 173
Abstractor: ERIC
ISBN: ISBN-1-5938-5413-7ISBN-978-1-5938-5413-3
Differentiated Reading Instruction: Strategies for the Primary Grades
Walpole, Sharon; McKenna, Michael C.
Guilford Publications
All teachers recognize the importance of matching literacy instruction to the ability level and needs of each child--but how can this crucial goal actually be accomplished? This indispensable book provides a research-based framework and flexible, highly practical strategies for making differentiated instruction work. Written by leading experts, the book presents: (1) Effective techniques for teaching each component of the beginning reading program; (2) A clear, easy-to-implement assessment system; (3) Step-by-step differentiation plans for K-3 classrooms; (4) Vivid classroom examples that illustrate differentiation in action; and (5) Scheduling tips, problem-solving ideas, and helpful reproducibles. Suggested audience for this book are: classroom teachers, reading specialists, literacy coaches, curriculum directors, and teacher educators. This book may serve as a supplemental text in early literacy methods and reading diagnosis courses. The contents of this book include: (1) Planning Differentiated Instruction; (2) Using Assessment to Differentiate Instruction; (3) Differentiating Phonemic Awareness Instruction; (4) Building Word Recognition; (5) Building Fluency; (6) Building Vocabulary; (7) Building Comprehension; (8) A Kindergarten Differentiation Plan; (9) A First-Grade Differentiation Plan; (10) A Second-Grade Differentiation Plan; (11) A Third-Grade Differentiation Plan. Also included is: Glossary of Reading Terms.
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail:; Web site:
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten; Primary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A