Teaching struggling readers: Capitalizing on diversity for effective learning

Reading Teacher

Volumn 61, Issue 8, 2008, Pages 668-672

  Compton Lilly, Catherine ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 44349098305     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1598/RT.61.8.10     Document Type: Article

References (9)

1. Barton, D., & Hamilton, M. (1998). Local literacies: Reading and writing in one community. New York: Routledge.
2. Clay, M.M. (2002). An observation survey of early learning achievement (2nd ed.). Portsmouth, NH: Heinemann.
3. Dyson, A.H. (1997). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York: Teachers College Press.
4. Goodman, Y.M., Watson, D.J., & Burke, C.L. (2005). Reading miscue inventory: From evaluation to instruction (2nd ed.). Katonah, NY: Richard C. Owen.
5. Gutiérrez, K., Baquedano-Lopez, P., &Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286-303.
6. Irvine, J.J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New York: Teachers College Press.
7. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
8. Purcell-Gates, V., Jacobson, E., & Degener, S. (2004). Print literacy development: Uniting cognitive and social practice theories. Cambridge, MA: Harvard University Press.
9. Ruwe, M. (1976). Ten little bears. Glenview, IL: Scott Foresman.