Our Young Learners: giving them the best possible start

As shown in the following teaching episode, it was not surprising to observe that literacy instruction taught by the focal teachers was not designed to address language

Because we do not know much about effective questioning strategies that support the growth of ESL students’ thinking and language skills, the purpose of this article is to

This article describes a customized early reading intervention for a Chinese first grader at risk for failing to learn to read. Building upon observational notes,

By comparing student perceptions of two common frame- works of instruction, this study addresses questions related to children’s experi- ences of literacy learning that might

This finding is illustrated in part through the abstracts articulated by each participant as explanation of her ongoing inquiry and new learning as it “played out” in focus

For students who are able to reach a designated book level in a short time period with the support of a Reading Recovery teacher, the teacher might be certain that the series

Nevertheless, because the assessments used for selecting children for Reading Recovery intervention do not contain a pure measure of phonological awareness nor any measure of rapid

In this study, the reliance on the use of context clues was noted in the instructional sequences of two teachers was consistent with their stated beliefs that context clues were