In the first article" Organizing Instruction for Struggling Readers in Tutorial Settings," the authors suggest that many of the problems struggling readers face while reading stem from distinct yet fundamental sources of difficulty related to the types of text read (either printed texts or online), the tasks or activities readers engage in, and the sociocultural contexts of reading. The authors also state that even though these problems are varied, most struggling readers can be taught to read successfully when instruction is thoughtfully organized with their specific needs in mind. The authors do this by using a case scenario of a third grade struggling reader named Alyssa. They share guidelines with an example of how her tutor planned, and organized her instruction in a one-to-one tutorial setting.
In the second article "Linguistically Responsive Teacher Education," the authors identify a small set of principles that can serve as a linguistic foundation for the teaching of English language learners in mainstream classes. The authors outline linguistically responsive pedagogical practices that flow directly from those principles.
