Individualizing teaching in beginning reading

Carol McDonald Connor explains a process of personalizing the teaching of reading by using strategies that are appropriate to children’s language and reading skills

The best way to teach young children how to read has been debated for more than a century. Accumulating research now shows that there is no one best way to teach reading. The effect of various types of instruction depends on the constellation of skills learners bring to the classroom. In this article, we discuss the idea of child-characteristic-by-instruction-interaction effects and how teachers can use this information to effectively individualize (or differentiate or personalize) their reading instruction more effectively from kindergarten to third grade (Year 1 to Year 4).

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Published

December 2014