Professional Custom Accounting Papers: What really matters for struggling readers
In a 640 word count discuss your final thoughts as a teacher and student in the classroom: 1) what was your learning experience in this course. 2) identify some ideas that you would use in a classroom for students in all grades research and contact this to one of the Common Core Standards. 3) what was your overall experience in the course and did the course meet your expectations. Use 12 pt. font
References
Afflerbach, P. (Ed.). (2010). Essential readings on assessment. Newark, DE: International Reading Association.
Allington, R. L. (2005). What really matters for struggling readers: Designing research-based programs (2nd ed.). Boston, MA: Allyn & Bacon.
Allington, R. L., & Walmsley, S. A. (2007). No quick fix, the RTI edition: Rethinking literacy programs in America’s elementary schools. New York, NY: Teachers College Press.
Athans, S. K., & Devine, D. A. (2010). Fun-tastic activities for differentiating comprehension instruction, grades 2-6. Newark, DE: International Reading Association.
Blythe, T., Allen, D., & Powell, B. S. (2007). Looking together at student work (2nd ed.). New York, NY: Teachers College Press.
Fuchs, D., Fuchs, L. S., & Vaughn, S. (Eds.). (2008). Response to intervention: A framework for reading educators. Newark, DE: International Reading Association.
International Reading Association and National Council of Teachers of English. (2010). Standards for the assessment of reading and writing. Newark, DE: author.
Israel, S. E. (2007). Using metacognitive assessments to create individualized reading instruction. Newark, DE: International Reading Association.
Jensen, E. (2005). Teaching with the brain in mind (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Scanlon, D. M., Anderson, Kimberly L. (2010). Using the interactive strategies approach to prevent reading difficulties in an RTI context. In M. Y. Lipson & K. K. Wixon (Eds.), Successful approaches to RTI: Collaborative practices for improving K-12 literacy. Newark, DE: International Reading Association.
Spear-Swerling, L., & Sternberg, R. J. (1994). The road not taken: An integrative theoretical model of reading disability. Journal of Learning Disabilities, 27(2), 91-103, 122.
Valencia, S. W., & Buly, M. R. (2004). Behind test scores: What struggling readers really need. The Reading Teacher, 57(6), 520-531.
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