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.
I liked how you summarized the gist of the articles, but were there any techniques that you would use in your classroom when creating a literacy program?
ReplyDeleteHey Vanessa! I would definitely use many of the techniques from these two articles in my future classroom. For example,I would use diffenrent types of assessments in order to evaluate the strengths and the weaknesses of the students in my future classrom. I would certainly make use of informal reading inventories such as retellings, think alouds, writing exercises, and standardized tests. I believe that these are essential literacy tools that enalbe the teacher to grasp a good understanding of how to design and implement a cohesive literacy program!
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