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Teaching Struggling Readers: Capitalizing on Diversity for Effective Learning
Author(s) -
ComptonLilly Catherine
Publication year - 2008
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.61.8.10
Subject(s) - psychology , reading (process) , literacy , diversity (politics) , affect (linguistics) , passions , value (mathematics) , mathematics education , pedagogy , teaching method , linguistics , communication , sociology , computer science , philosophy , theology , machine learning , anthropology
In order to meet the unique academic needs of each student it is important that teachers value the differences each child brings to the classroom. Literacy teachers routinely focus on academic differences such as known literacy items (i.e., knowing letters and words) and reading strategies (i.e., knowing how to solve difficulties in reading), but they do not always capitalize on other differences that can greatly affect learning such as differences in previous literacy experiences, differences in language and communicative practices, and differences in personal passions and interests. Responsive teaching involves recognizing and capitalizing upon the vast range of differences that students bring to classrooms. It is crucial that teachers attend to all of these differences.