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ERIC Number: EJ793088
Record Type: Journal
Publication Date: 2008-May
Pages: 5
Abstractor: Author
Reference Count: 8
ISBN: N/A
ISSN: ISSN-0034-0561
Teaching Struggling Readers: Capitalizing on Diversity for Effective Learning
Compton-Lilly, Catherine
Reading Teacher, v61 n8 p668-672 May 2008
In order to meet the unique academic needs of each student it is important that teachers value the differences each child brings to the classroom. Literacy teachers routinely focus on academic differences such as known literacy items (i.e., knowing letters and words) and reading strategies (i.e., knowing how to solve difficulties in reading), but they do not always capitalize on other differences that can greatly affect learning such as differences in previous literacy experiences, differences in language and communicative practices, and differences in personal passions and interests. Responsive teaching involves recognizing and capitalizing upon the vast range of differences that students bring to classrooms. It is crucial that teachers attend to all of these differences. (Contains 1 table.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A