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.
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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.