... T HOMAS AND KING (2006) Recently, we attended a presentation in which the speakers, Matt Thom... more ... T HOMAS AND KING (2006) Recently, we attended a presentation in which the speakers, Matt Thomas and Andrew King, discussed ... also to engage students in emerging technologi-cal literacies (eg, online reading and writing) (Leu, Mallette, Karchmer, & Kara-Soteriou, 2005). ...
This article addresses approaches to differentiating instruction to meet the needs of students wh... more This article addresses approaches to differentiating instruction to meet the needs of students whose literacy needs, interests, and strengths vary widely. This article was designed to support classroom teachers who understand the importance of differentiating instruction, but are unsure of how best to design and implement differentiation within the parameters of the classroom. The article begins by defining differentiated instruction and discussing its importance, including the role of differentiation with respect to diversity and with respect to Response to Intervention (RTI). The remainder of the article describes in detail two examples of differentiated instruction in classroom contexts. Each example is followed by a discussion of the research and decision-making underlying the teacher's approach to differentiation. The article concludes with common characteristics of effective differentiation.
What Research Has to Say About Reading Instruction, 2002
Page 150. Chapter 7 The Place of Word Consciousness in a Research-Based Vocabulary Program Michae... more Page 150. Chapter 7 The Place of Word Consciousness in a Research-Based Vocabulary Program Michael F. Graves and Susan M. Watts-Taffe Vocabulary research has a long if somewhat sporadic history. Among the oldest ...
Identifies the extent to which seven effective practices for the literacy instruction of second-l... more Identifies the extent to which seven effective practices for the literacy instruction of second-language learners were present in social studies lessons in fourth- and fifth-grade classrooms; and identifies instructional practices currently existing that approximate the recommendations and can serve as scaffolds for new practices. (SR)
In response to the increasing use of children's trade books in school reading programs, this ... more In response to the increasing use of children's trade books in school reading programs, this article reviews the use of real text, drawing on the application and interaction of two distinct perspectives: reader response theory and comprehension instruction. The authors propose the need to combine knowledge of instruction with the new focus on the role of the reader within response
ABSTRACT This article addresses approaches to differentiating instruction to meet the needs of st... more ABSTRACT This article addresses approaches to differentiating instruction to meet the needs of students whose literacy needs, interests, and strengths vary widely. This article was designed to support classroom teachers who understand the importance of differentiating instruction, but are unsure of how best to design and implement differentiation within the parameters of the classroom. The article begins by defining differentiated instruction and discussing its importance, including the role of differentiation with respect to diversity and with respect to Response to Intervention (RTI). The remainder of the article describes in detail two examples of differentiated instruction in classroom contexts. Each example is followed by a discussion of the research and decision-making underlying the teacher's approach to differentiation. The article concludes with common characteristics of effective differentiation.
… social cohesion through education: Case studies …, 2006
... org/intel/intelreport/article. jsp? aid= 233. Accessed June 2005. Stein, M., C. Stuen, D. Car... more ... org/intel/intelreport/article. jsp? aid= 233. Accessed June 2005. Stein, M., C. Stuen, D. Carnine, and RM Long. 2001.Textbook Evaluation and Adoption Practices. Reading and Writing Quarterly 17 (1): 528. Texas Education Agency. 2003.Textbook Administration. http://www. ...
In response to the increasing use of children's trade books in school reading programs, t... more In response to the increasing use of children's trade books in school reading programs, this article reviews the use of real text, drawing on the application and interaction of two distinct perspectives: reader response theory and comprehension instruction. The authors propose the need to combine knowledge of instruction with the new focus on the role of the reader within response theory and within comprehension research. This article suggests how comprehension instruction and response to literature activities can intersect in the classroom for students who are deaf or hard of hearing. Explicit models and instructional strategies are discussed in the framework of this bimodal approach to reading. A sample list of high quality children's books, including several trade books that feature deaf or hard of hearing characters and issues, is provided as a resource for teachers.
... T HOMAS AND KING (2006) Recently, we attended a presentation in which the speakers, Matt Thom... more ... T HOMAS AND KING (2006) Recently, we attended a presentation in which the speakers, Matt Thomas and Andrew King, discussed ... also to engage students in emerging technologi-cal literacies (eg, online reading and writing) (Leu, Mallette, Karchmer, & Kara-Soteriou, 2005). ...
This article addresses approaches to differentiating instruction to meet the needs of students wh... more This article addresses approaches to differentiating instruction to meet the needs of students whose literacy needs, interests, and strengths vary widely. This article was designed to support classroom teachers who understand the importance of differentiating instruction, but are unsure of how best to design and implement differentiation within the parameters of the classroom. The article begins by defining differentiated instruction and discussing its importance, including the role of differentiation with respect to diversity and with respect to Response to Intervention (RTI). The remainder of the article describes in detail two examples of differentiated instruction in classroom contexts. Each example is followed by a discussion of the research and decision-making underlying the teacher's approach to differentiation. The article concludes with common characteristics of effective differentiation.
What Research Has to Say About Reading Instruction, 2002
Page 150. Chapter 7 The Place of Word Consciousness in a Research-Based Vocabulary Program Michae... more Page 150. Chapter 7 The Place of Word Consciousness in a Research-Based Vocabulary Program Michael F. Graves and Susan M. Watts-Taffe Vocabulary research has a long if somewhat sporadic history. Among the oldest ...
Identifies the extent to which seven effective practices for the literacy instruction of second-l... more Identifies the extent to which seven effective practices for the literacy instruction of second-language learners were present in social studies lessons in fourth- and fifth-grade classrooms; and identifies instructional practices currently existing that approximate the recommendations and can serve as scaffolds for new practices. (SR)
In response to the increasing use of children's trade books in school reading programs, this ... more In response to the increasing use of children's trade books in school reading programs, this article reviews the use of real text, drawing on the application and interaction of two distinct perspectives: reader response theory and comprehension instruction. The authors propose the need to combine knowledge of instruction with the new focus on the role of the reader within response
ABSTRACT This article addresses approaches to differentiating instruction to meet the needs of st... more ABSTRACT This article addresses approaches to differentiating instruction to meet the needs of students whose literacy needs, interests, and strengths vary widely. This article was designed to support classroom teachers who understand the importance of differentiating instruction, but are unsure of how best to design and implement differentiation within the parameters of the classroom. The article begins by defining differentiated instruction and discussing its importance, including the role of differentiation with respect to diversity and with respect to Response to Intervention (RTI). The remainder of the article describes in detail two examples of differentiated instruction in classroom contexts. Each example is followed by a discussion of the research and decision-making underlying the teacher's approach to differentiation. The article concludes with common characteristics of effective differentiation.
… social cohesion through education: Case studies …, 2006
... org/intel/intelreport/article. jsp? aid= 233. Accessed June 2005. Stein, M., C. Stuen, D. Car... more ... org/intel/intelreport/article. jsp? aid= 233. Accessed June 2005. Stein, M., C. Stuen, D. Carnine, and RM Long. 2001.Textbook Evaluation and Adoption Practices. Reading and Writing Quarterly 17 (1): 528. Texas Education Agency. 2003.Textbook Administration. http://www. ...
In response to the increasing use of children's trade books in school reading programs, t... more In response to the increasing use of children's trade books in school reading programs, this article reviews the use of real text, drawing on the application and interaction of two distinct perspectives: reader response theory and comprehension instruction. The authors propose the need to combine knowledge of instruction with the new focus on the role of the reader within response theory and within comprehension research. This article suggests how comprehension instruction and response to literature activities can intersect in the classroom for students who are deaf or hard of hearing. Explicit models and instructional strategies are discussed in the framework of this bimodal approach to reading. A sample list of high quality children's books, including several trade books that feature deaf or hard of hearing characters and issues, is provided as a resource for teachers.
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