Tens of thousands of students begin each new school year with the hope that they will finally find the teacher who will help them succeed as readers, writers, and learners. This book shows how teachers can provide the type of differentiated instruction that struggling readers need by drawing on students' individual and cultural backgrounds, as well as the results of classroom-based diagnostic and progress-monitoring assessment measures. The authors include authentic examples and case studies from diverse primary and intermediate/middle school classrooms to show how instruction can be implemented and adjusted to accommodate students' individual differences--differences that are influenced by their schools and instructional backgrounds, their cultural and linguistic histories, their interests and activities, their reading and writing habits in and out of school, and their understandings and misunderstandings about texts, print, and digital media. Classroom teachers, reading specialists, reading coaches, and prospective teachers are invited to analyse and reflect about each case presented to help them provide the type of instruction that will change the trajectory for students who continue to fail in reading.
Victoria J. Risko is professor emerita at Vanderbilt University's Peabody College, Nashville, Tennessee, and the 2011-2012 president of the International Reading Association. Doris Walker-Dalhouse is associate professor of reading in the Department of Educational Policy and Leadership at Marquette University College of Education, Milwaukee, Wisconsin and professor emerita at Minnesota State University, Moorhead.