Teaching writing to students with learning difficulties in inclusive English classrooms: Lessons from an exemplary teacher

This article reports on a case study of an exemplary teacher who was a participant in a professional learning project, WriteIdeas. The teacher provided instructional support in writing to a targeted student with learning difficulties in an inclusive Year 8 English classroom. Analytical frameworks were developed and applied to the data that had been collected from various sources. The case study sheds light on the multi-faceted nature and complexity of providing responsive and tailored instruction in writing to students in an inclusive setting. Copyright © 200

Reading, metacognition, and motivation: A follow-up study of German students in Grades 7 and 8

This follow-up study to van Kraayenoord and Schneider (1999) examined the performance in reading, metacognition and motivation related to reading of students in Grades 7 and 8. Results showed significant correlations between all of the variables. A multivariate analysis of variance showed that good and poor readers differed in reading self-concept and metacognitive measures related to reading and memory. A stepwise regression analysis suggested that the metacognitive variables were the best predictors of reading. Furthermore, a comparison of the results of the previous study with those of the current investigation revealed that the findings were stable over time. Since the period between the two studies is the time during which students make important decisions related to enrolment in one of three distinct school-types in Germany, we examined the results of various groups of students: those in Gymnasium (high educational track), Realschule (middle educational track), and Hauptschule (low educational track). Students in the Gymnasium scored significantly better than students in the other two groups on almost all variables related to reading. A re-analysis of the data from our first investigation found that the results of the Gymnasium students in the second study could be predicted from their results obtained during elementary school

Differentiated instruction for all students

The increased diversity of learners in our classrooms means that teachers must adapt their teaching to better take students' differences into account. Differentiated instruction is one way of doing this. In this article differentiated instruction is defined and four principles that underpin differentiated instruction are suggested. The article also explores how differentiated instruction relates to: (a) the curriculum and content of lessons, (b)assessment, (c) the processes of learning, (d) the products of learning, and (e) the teaching structures, including management of these structures

Pedagogical practices for the development and improvement of reading

This chapter is concerned with contemporary pedagogies and practices related to the development of and improvement in reading achievement. First, the author will describe reading as one of a uumber of literacies students use in school contexts. The reading of print will be discussed in relationship to multiliteracies and curriculum literacies in primary and secondary school settings. Reference will be made to the Four Resource Model of Reading (Luke & Freebody, 1990). Second, the author will examine the multiple meanings of evidence-based reading instruction pointing to the debate that has emerged in the field of reading. Drawing on the literature, the autbor will argue that tbere is no single reading program that is suitable for all children and teachers should use evidence-based pedagogies and practices that contribute to the development of, and improvement in, reading achievement. Third, the author will examine three main influences on the identification of evidence-based pedagogies and practices for the teaching of reading. Specifically, the author will refer to the role of the teacher, the students and their individual needs, and the role of context, namely school and system influences. Finally, the author will conclude the chapter by providing some guidelines for teachers in reviewing evidence-based pedagogies and practices for the teaching of reading