This bestselling book provides a research-based framework for making differentiated instruction work in the primary grades. It includes scientifically validated techniques for teaching each component of the beginning reading program. The authors describe how to use assessment to form differentiated small groups and monitor student progress; plan which skills to target and when; and implement carefully selected instructional strategies. Vivid classroom examples illustrate what differentiated instruction looks like in action in each of the primary grades. For additional helpful resources, including classroom-ready lesson plans, teachers can purchase the complementary volume, How to Plan Differentiated Reading Instruction: Resources for Grades K-3.
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Editorial Reviews
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"Useful for both inservice and preservice teachers, this book offers a sensible and research-based approach to differentiated instruction. The organization makes the book especially useful: First it explains and illuminates what differentiation is, and then it provides detailed descriptions of highly useable instructional practices in the areas of phonemic awareness, word recognition, fluency, vocabulary, and comprehension. The concluding chapters put it all together in the form of realistic differentiation plans for kindergarten through the third grade. Differentiation is key to effective instruction, and Walpole and McKenna provide lessons and plans that will give teachers what they need to optimize their teaching."--Sylvia Read, PhD, Department of Elementary Education, Utah State University
"There is much to like about this book. It discusses a very complex instructional practice in a clear, straightforward manner; provides a basic blueprint for implementing this practice in the classroom; and, perhaps best of all, provides specific guidance for differentiating instruction in the five essentials of primary-grade reading. This is a practical, easy-to-follow book that classroom teachers will find very useful."--Kathleen A. Roskos, PhD, Department of Education and Allied Studies, John Carroll University
"Literacy coaches and reading specialists will find this book invaluable as they guide and support teachers of reading. Each topic lends itself to a session of professional development. The organization and detailed table of contents enable teachers to read the book in its entirety or draw on specific chapters as needed. In my 32 years in education, I have read hundreds of methods books. The majority of these books are read and digested, a few salient ideas are extracted, then they go on a shelf or are given away. Differentiated Reading Instruction is not that kind of book--rather, it's a 'bible' of reading instruction for the primary grades. Teachers will consult this book on a regular basis: It will help drive their reading instruction, not sit on their shelves."--Harri Wasch, MEd, Literacy Coordinator, Paul H. Cale Elementary School, Charlottesville, Virginia
About the Author
Sharon Walpole, PhD, is Associate Professor in the School of Education at the University of Delaware. She has extensive school-based experience, including both high school teaching and elementary school administration. Dr. Walpole served as a research assistant and as a research associate at the Center for the Improvement of Early Reading Achievement (CIERA). She has also been involved in federally funded and homegrown schoolwide reform projects and participates in and studies the design and effects of schoolwide reforms, particularly those involving literacy coaches. The coauthor of two books and numerous articles, Dr. Walpole’s research interests include classroom- and school-level correlates of student achievement, particularly in schools engaged in improvement efforts.
Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He is the author, coauthor, or editor of 15 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna’s research has been sponsored by the National Reading Research Center and CIERA. He is the cowinner of National Reading Conference's Edward Fry Book Award and the American Library Association's Award for Outstanding Academic Books. He serves on the editorial board of Reading Research Quarterly, and has coedited themed issues of the Peabody Journal of Education and Reading and Writing Quarterly. Dr. McKenna’s research interests include comprehension in content settings, reading attitudes, technology applications, and beginning reading.
Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He is the author, coauthor, or editor of 15 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna’s research has been sponsored by the National Reading Research Center and CIERA. He is the cowinner of National Reading Conference's Edward Fry Book Award and the American Library Association's Award for Outstanding Academic Books. He serves on the editorial board of Reading Research Quarterly, and has coedited themed issues of the Peabody Journal of Education and Reading and Writing Quarterly. Dr. McKenna’s research interests include comprehension in content settings, reading attitudes, technology applications, and beginning reading.
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Most Helpful Customer Reviews
13 of 13 people found the following review helpful:
5.0 out of 5 stars
Every Teacher of Reading SHOULD have THIS book!,
By Deb G. "nbct" (Virginia Beach, VA USA) - See all my reviews
This review is from: Differentiated Reading Instruction: Strategies for the Primary Grades (Paperback)
This is THE book to buy. The format is explicit and prescriptive. You know the problem? Well, here's the solution...here is what you need to do. It's that simple. This is the best book on the market TODAY that helps you know how to teach those students who are dependent, struggling readers. A must buy for any teacher, not just a K-3 teacher. High school teachers could benefit from reading this book. Once you own this text, you will not trade it, or loan it....it's a keeper!
Deb, National Board Certified Teacher Virginia Beach, VA
5 of 5 people found the following review helpful:
5.0 out of 5 stars
Excellent Teacher Resource,
By C.H. (Salt Lake City, UT) - See all my reviews
This review is from: Differentiated Reading Instruction: Strategies for the Primary Grades (Paperback)
This book is a fabulous resource. It is user friendly. It offers many useful suggestions at a basic level. It is my "pleasure" reading at the end of long work day. I am using it to help me coach the teachers I work with. Love it...
1 of 1 people found the following review helpful:
4.0 out of 5 stars
College text,
By
This review is from: Differentiated Reading Instruction: Strategies for the Primary Grades (Paperback)
I purchased this as the required text for a Master's level course in differentiated instruction. A good balance of the theory and practice.
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Inside This Book
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Key Phrases - Statistically Improbable Phrases (SIPs):
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oral segmenting, fluency development lesson, phonics inventory, text structure instruction, sound sorting, instructional diet, prealphabetic phase, building word recognition, word recognition instruction, suggested instructional strategies, differentiation plan, full alphabetic phase, partial alphabetic phase, sight word knowledge, core scope, core reading program, fluency work, oral reading fluency, word recognition strategies, differentiated instruction, literacy block, leveled texts, question clusters, partner reading, story mapping Key Phrases - Capitalized Phrases (CAPs): (learn more)
Where Does, Miss Passerell, The Guilford Press, Storybook Intervention, International Reading Association, Words Their Way, Goal Materials Daily, Put Reading First, Carol Tolman, Reading Recovery, Reading Study Group New!
Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
oral segmenting, fluency development lesson, phonics inventory, text structure instruction, sound sorting, instructional diet, prealphabetic phase, building word recognition, word recognition instruction, suggested instructional strategies, differentiation plan, full alphabetic phase, partial alphabetic phase, sight word knowledge, core scope, core reading program, fluency work, oral reading fluency, word recognition strategies, differentiated instruction, literacy block, leveled texts, question clusters, partner reading, story mapping Key Phrases - Capitalized Phrases (CAPs): (learn more)
Where Does, Miss Passerell, The Guilford Press, Storybook Intervention, International Reading Association, Words Their Way, Goal Materials Daily, Put Reading First, Carol Tolman, Reading Recovery, Reading Study Group New!
Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
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