Differentiated instruction in reading refers to teachers' use of research-based assessment procedures and instructional strategies to cater to the differing skill needs of beginning readers (see Chapter 8 of this volume). To provide for effective differentiated instruction, it is important for teachers to have an understanding of how reading and writing develops. Attaining that understanding, however, is frequently a problem.
CITATION STYLE
Arrow, A. W., McLachlan, C. J., & Greaney, K. T. (2015). Teacher Knowledge Needed for Differentiated Early Reading Instruction. In Excellence and Equity in Literacy Education (pp. 194–213). Palgrave Macmillan UK. https://doi.org/10.1057/9781137415578_9
Mendeley helps you to discover research relevant for your work.