<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Compton-Lilly, C.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Teaching struggling readers: Capitalizing on diversity for effective learning</style></title><secondary-title><style face="normal" font="default" size="100%">The Reading Teacher</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">English (Second Language)</style></keyword><keyword><style  face="normal" font="default" size="100%">Literacy Education</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading Difficulties</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading Fluency</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading Instruction</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading Processes</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading Strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">Spanish Speaking</style></keyword><keyword><style  face="normal" font="default" size="100%">Student Diversity</style></keyword><keyword><style  face="normal" font="default" size="100%">Student Needs</style></keyword><keyword><style  face="normal" font="default" size="100%">Teaching Methods</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://www.reading.org/Publish.aspx?page=/publications/journals/rt/v61/i8/abstracts/rt-61-8-compton-lilly.html&mode=redirect</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">61</style></volume><abstract><style face="normal" font="default" size="100%">&lt;table border=&quot;0&quot; cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;nestedTablePadded&quot; width=&quot;100%&quot;&gt;
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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.&lt;/td&gt;
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</style></abstract><issue><style face="normal" font="default" size="100%">8</style></issue><work-type><style face="normal" font="default" size="100%">Elementary</style></work-type><section><style face="normal" font="default" size="100%">668</style></section></record></records></xml>