After early intervention, then what? : teaching struggling readers in grades 3 and beyond /
After early intervention, then what? : teaching struggling readers in grades 3 and beyond / [print]
Rachel L. McCormack, Jeanne R. Paratore, editors.
- Newark, Delaware : International Reading Association, (c)2003.
- x, 252 pages : illustrations ; 24 cm.
Understanding the learner : using portable assessment The interaction of language, literacy, and identity in the lives of Latina/o students Stepping into character(s) : using readers theatre with bilingual fourth graders Book club in a fourth-grade classroom : issues of ownership and response Constructing curriculum for differentiated instruction : inquiry in the teachers' learning collaborative Establishing instructional congruence across learning settings : one path to success for struggling third-grade readers Tailoring a middle school language arts class to meet the needs of struggling readers With a little help from my friends : peer tutors and struggling fifth-grade readers Taking computers out of the corner : making technology work for struggling intermediate-grade readers From trade books to textbooks : helping bilingual students make the transition Using reading guides with struggling readers in Grades 3 and above Stories from the classroom : understanding and scaffolding children's research processes Diane Lapp and James Flood -- Robert T. Jim enez -- Nancy L. Roser ... [and others] -- Torry H. Montes and Kathryn H. Au -- Taffy E. Raphael ... [and others] -- Rachel L. McCormack, Jeanne R. Paratore, Kristina Farrell Dahlene -- Irene W. Gaskins, Eleanor Wiley Gensemer, and Linda M. Six -- Douglas Fisher ... [and others] -- Melanie R. Kuhn and Lesley Mandel Morrow -- Wanda B. Hedrick, Janis M. Harmon, and Karen D. Wood -- Michael C. McKenna, Lisa W. Davis, and Susan Franks -- Joyce E. Many.-
2003004887
Reading--Remedial teaching--United States.
LB1050.P223.A384 2003 LB1050
Understanding the learner : using portable assessment The interaction of language, literacy, and identity in the lives of Latina/o students Stepping into character(s) : using readers theatre with bilingual fourth graders Book club in a fourth-grade classroom : issues of ownership and response Constructing curriculum for differentiated instruction : inquiry in the teachers' learning collaborative Establishing instructional congruence across learning settings : one path to success for struggling third-grade readers Tailoring a middle school language arts class to meet the needs of struggling readers With a little help from my friends : peer tutors and struggling fifth-grade readers Taking computers out of the corner : making technology work for struggling intermediate-grade readers From trade books to textbooks : helping bilingual students make the transition Using reading guides with struggling readers in Grades 3 and above Stories from the classroom : understanding and scaffolding children's research processes Diane Lapp and James Flood -- Robert T. Jim enez -- Nancy L. Roser ... [and others] -- Torry H. Montes and Kathryn H. Au -- Taffy E. Raphael ... [and others] -- Rachel L. McCormack, Jeanne R. Paratore, Kristina Farrell Dahlene -- Irene W. Gaskins, Eleanor Wiley Gensemer, and Linda M. Six -- Douglas Fisher ... [and others] -- Melanie R. Kuhn and Lesley Mandel Morrow -- Wanda B. Hedrick, Janis M. Harmon, and Karen D. Wood -- Michael C. McKenna, Lisa W. Davis, and Susan Franks -- Joyce E. Many.-
2003004887
Reading--Remedial teaching--United States.
LB1050.P223.A384 2003 LB1050