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Be that teacher! : breaking the cycle for struggling readers

Author: Victoria Risko; Doris Walker-Dalhouse
Publisher: New York : Teachers College Press, ©2012.
Edition/Format:   Book : EnglishView all editions and formats
Database:WorldCat
Summary:
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 differential 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  Read more...
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Document Type: Book
All Authors / Contributors: Victoria Risko; Doris Walker-Dalhouse
ISBN: 9780807753224 080775322X
OCLC Number: 766607060
Description: xvii, 205 pages : illustrations ; 26 cm
Contents: Focusing on strengths and differences --
Capitalizing on students' cultural and linguistic histories and experiences --
Assessing what matters for students and instruction --
Using anchors for leveraging problem solving and cross-curricular connections --
Changing strategies to meet new demands for student success --
Contextualizing word learning and word identification --
Developing concepts and vocabulary through multiple skills and strategies --
Enabling students' reading comprehension and access to complicated texts with guided instruction --
Capitalizing on students' families and life experiences --
Fostering independence and success in reading.
Responsibility: Victoria J. Risko, Doris Walker-Dalhouse ; Foreword by Richard Allington.

Abstract:

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 differential 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 nad 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.

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