Tens of thousands of students begin each new school year with the hope that they will finally find the teacher who will help them succeed as readers, writers, and learners. This book shows how teachers can provide the type of differentiated instruction that struggling readers need by drawing on students’ individual and cultural backgrounds, as well as the results of classroom-based diagnostic and progress-monitoring assessment measures. 
The authors include authentic examples and case studies from diverse primary and intermediate/middle school classrooms to show how instruction can be implemented and adjusted to accommodate students’ individual differences―differences that are influenced by their schools and instructional backgrounds, their cultural and linguistic histories, their interests and activities, their reading and writing habits in and out of school, and their understandings and misunderstandings about texts, print, and digital media. Classroom teachers, reading specialists, reading coaches, and prospective teachers are invited to analyze and reflect about each case presented to help them provide the type of instruction that will change the trajectory for students who continue to fail in reading.
Book Features:
<ul>
<li> Concrete guidance for breaking the cycle for struggling readers.</li>
<li> A reader-friendly presentation of relevant research.</li>
<li> Specific recommendations for assessment and instructional actions.</li>
<li> Teacher resources.</li>
</ul>

Be That Teacher! Breaking the Cycle for Struggling Readers (0)

Education & Teaching

Risko, Victoria J.

Walker-Dalhouse, Doris

Schools & Teaching

Teachers' College Press

Equitable Literacy Instruction for Students in Poverty (Language and Literacy Series)

Differences in performance between students living in poverty and more advantaged students are reflective of an opportunity gap, as opposed to a gap in student ability. Walker-Dalhouse and Risko focus on disparities in literacy achievement that might be attributed to color-blind practices, deficit mindsets, low expectations, or context-neutral practices. Situating literacy learning within a comprehensive view of literacy development, they provide a set of instructional practices that will best support students living in poverty. Specifically, vignettes from kindergarten through middle school classrooms are used to demonstrate practices that address critical areas of the reading process; are responsive to students' racial, ethnic, cultural, gender, and linguistic histories and assets; attend to students' strengths and needs; and go beyond short-term gains on high-stakes tests to support optimal and sustainable learning. The text features vignettes from leading literacy scholars, including Elizabeth Baker, Susan Cantrell, Jill Lewis Spector, Allison Skerrett, and Kelly Wissman. Readers can use this resource to transform schools into nurturing and vibrant communities that are committed to change, equity, and diversity. Book Features: <ul> <li>Provides recommendations and detailed guidance for enacting literacy instruction that will close opportunity gaps for students living in poverty.</li> <li>Demonstrates high-quality literacy instruction implemented in K-8 classrooms.</li> <li>Presents instruction that is responsive to differences and honors the languages, literacies, and cultural resources that students bring to their learning.</li> <li>Offers specific recommendations and practices that can guide advocacy for change.</li> </ul>

Politics & Social Sciences

Social Sciences

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Books by Walker-Dalhouse, Doris