Be That Teacher! Breaking the Cycle for Struggling Readers - Risko, Victoria J; Walker-Dalhouse, Doris
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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 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.

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Produktbeschreibung
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 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.
Autorenporträt
Victoria J. Risko is professor emerita at Vanderbilt University's Peabody College, Nashville, Tennessee, and the 2011-2012 president of the International Reading Association. Doris Walker-Dalhouse is associate professor of reading in the Department of Educational Policy and Leadership at Marquette University College of Education, Milwaukee, Wisconsin and professor emerita at Minnesota State University, Moorhead.