| Title | Teaching struggling readers: Capitalizing on diversity for effective learning |
| Publication Type | Journal Article |
| Year of Publication | 2008 |
| Authors | Compton-Lilly, C. |
| Journal | The Reading Teacher |
| Volume | 61 |
| Issue | 8 |
| Start Page | 668 |
| Education Level | Elementary |
| ISSN | ISSN-0034-0561 |
| Keywords | English (Second Language), Literacy Education, Reading Difficulties, Reading Fluency, Reading Instruction, Reading Processes, Reading Strategies, Spanish Speaking, Student Diversity, Student Needs, Teaching Methods |
| Abstract |
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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. |
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| URL | http://www.reading.org/Publish.aspx?page=/publications/journals/rt/v61/i8/abstracts/rt-61-8-compton-lilly.html&mode=redirect |
| DOI | 10.1598/RT.61.8.10 |
