Teacher‐directed Reading Instruction in the Mainstream: A Call for Instructional Reform

Simmons, Deborah C.; Baker, Janice M.; Fuchs, Lynn S.; Fuchs, Doug; Zigmond, Naomi

doi:10.1080/1057356950110103

Cited by 2 publications

(1 citation statement)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The purpose of explicit instruction for ELLs is to provide the learner with a ''pictorial'' way of understanding information and to decompose a task into a series of successful routines (Mercer, Jordan, & Miller, 1996). This approach places an emphasis on systematic teacher-led presentations that provide students with structured techniques for acquiring information and structuring complex thoughts (Rosenshine, 1986;Simmons, Fuchs, Fuchs, Mathes, & Hodge, 1995). The interactional patterns of this approach in language learning have been categorized as the initiation-response-evaluation sequence (Sinclair & Coulthard, 1975).…”

Section: Explicit Instructionmentioning

confidence: 98%

Defining Opportunity to Learn for English Language Learners: Linguistic and Cultural Dimensions of ELLs' Instructional Contexts

Aguirre-Muñoz

Amabisca

2010

Journal of Education for Students Placed at Risk (JESPAR)

View full text Add to dashboard Cite

Past research demonstrates the critical role of the context of learning in the achievement of students. This body of work justifies research and development of more contextualized opportunity to learn (OTL) models. We expound on an OTL framework that represents contextual features that can enrich or constrain opportunities for English language learners (ELLs). Specifically, we aim to broaden the conception of OTL beyond exposure to content and begin to define the types of affordances ELLs should be provided to achieve content standards. A central argument is the integration of academic language instruction as an OTL component for examining ELL achievement.

show abstract

Section: Explicit Instructionmentioning

confidence: 98%

Defining Opportunity to Learn for English Language Learners: Linguistic and Cultural Dimensions of ELLs' Instructional Contexts

Aguirre-Muñoz

Amabisca

2010

Journal of Education for Students Placed at Risk (JESPAR)

View full text Add to dashboard Cite

show abstract

Instructional Grouping for Reading for Students with LD

Vaughn

Hughes²,

Moody³

et al. 2001

Intervention in School and Clinic

View full text Add to dashboard Cite

Teachers' grouping practices during reading instruction can serve as a critical component in facilitating effective implementation of reading instruction and inclusion of students with disabilities in general education classes. In this article, we provide an overview of the recent research on grouping practices (whole class, small group, pairs, one-on-one) during reading instruction for students with disabilities. After discussion of each grouping format, implications for practice are highlighted with particular emphasis on instructional practices that promote effective grouping to meet the needs of all students during reading in general education classrooms.

show abstract

Teacher‐directed Reading Instruction in the Mainstream: A Call for Instructional Reform

Cited by 2 publications

References 20 publications

Defining Opportunity to Learn for English Language Learners: Linguistic and Cultural Dimensions of ELLs' Instructional Contexts

Defining Opportunity to Learn for English Language Learners: Linguistic and Cultural Dimensions of ELLs' Instructional Contexts

Instructional Grouping for Reading for Students with LD

Contact Info

Product

Resources

About