Matching Interventions to Reading Needs: A Case for Differentiation
| Author(s) | Jones, Jill S. | |
| Author(s) | Conradi, Kristin | |
| Author(s) | Amendum, Steven J. | |
| Ordered Author | Jill S. Jones, Kristin Conradi, Steven J. Amendum | |
| UD Author | Amendum, Steven J. | en_US |
| Date Accessioned | 2017-04-11T15:36:13Z | |
| Date Available | 2017-04-11T15:36:13Z | |
| Copyright Date | Copyright © 2016 International Literacy Association | en_US |
| Publication Date | 2016-01-01 | |
| Description | Author's final draft after peer review | en_US |
| Abstract | The purpose of this article is to highlight the importance of providing reading interventions that are differentiated and aligned with an individual student’s most foundational reading need. The authors present profiles of different readers and suggest three principal areas for support: decoding words, reading at an appropriate rate, and comprehending text. In addition to describing differentiated interventions, related classroom instructional techniques are also recommended. | en_US |
| Department | University of Delaware. School of Education. | en_US |
| Citation | Jones, Jill S., Kristin Conradi, and Steven J. Amendum. "Matching Interventions to Reading Needs: A Case for Differentiation." The Reading Teacher 70.3 (2016): 307-316. | en_US |
| DOI | DOI: 10.1002/trtr.1513 | en_US |
| ISSN | 1936-2714 | en_US |
| URL | http://udspace.udel.edu/handle/19716/21222 | |
| Language | en_US | en_US |
| Publisher | International Literacy Association | en_US |
| dc.rights | Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use. | en_US |
| dc.source | The Reading Teacher | en_US |
| dc.source.uri | http://ila.onlinelibrary.wiley.com/hub/journal/10.1002/(ISSN)1936-2714/ | en_US |
| Title | Matching Interventions to Reading Needs: A Case for Differentiation | en_US |
| Type | Article | en_US |
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