Purpose: This study investigates two extensive reading (ER) programmes carried out in a secondary school in Beijing during the COVID-19 pandemic, with the aim of analysing how differentiated instruction (DI) is reflected in the ER implementation and how this forced online learning inform foreign/second language (L2) pedagogy in relation to ER and…

Although game-based learning has been increasingly promoted in education, there is a need to adapt game content to individual needs for personalized learning. Procedural content generation (PCG) offers a solution for difficulty in developing game contents automatically by algorithmic means as it can generate individually customizable game contents…

The implementation of effective instructional materials, such as a core reading program, by a qualified teacher is an important part of improving students' reading achievement. But selecting those instructional materials can be time-consuming. Regional Educational Laboratory (REL) Southeast created this rubric for evaluating reading/language arts…

In the age of standardized testing, science and social studies are not given the same priority as mathematics and reading in the curriculum of United States schools. High stakes testing is viewed as having heavily biased schools toward teaching tested subjects and away from less frequently tested subjects. This paper is premised on the notion that…

The most effective way to understand what a child knows about the reading process is to take a running record. In "Running Records", Mary Shea demonstrates how teachers can use this powerful tool to design lessons that decrease reading difficulties, build on strengths, and stimulate motivation, ensuring that children develop self-sustaining…

All too often, literacy assessments are given only for accountability purposes and fail to be seen as valuable resources for planning and differentiating instruction. This clear, concise book shows K-5 educators how to implement a comprehensive, balanced assessment battery that integrates accountability concerns with data-driven instruction.…

This book presents a selection of the research and papers presented at the 50th Annual Meeting of the College Reading Association in Pittsburgh, Pennsylvania in October, 2006. This Yearbook begins with Karen Bromley's presidential address, which explored the future of writing by discussing four predictions: the notion that pens and pencils will be…

The past preoccupation of reading teacher education with how reading should be taught to the exclusion of immersing students in the process of teaching reading has reaped resentment toward neophyte teachers' ignorance of reading materials, approaches, and techniques already established in schools. Changes in that perspective of reading teacher…

Although the current move away from sequential isolated skill and drill instruction in reading may be good, the growing concern to accommodate individual learner styles may lead to unnecessary complications if teachers attempt to adapt instruction to their more than 30 students each day. If an instructional program is rich enough, it will provide…

Now in a substantially revised and updated second edition, this comprehensive professional resource and text is based on cutting-edge research. In each chapter, leading scholars provide an overview of a particular aspect of comprehension, offer best-practice instructional guidelines and policy recommendations, present key research questions still…

This book offers guidelines for elementary school teachers for making adaptations in reading and mathematics instruction for students with mild disabilities in the general education classroom. Following an introductory chapter, Chapter 1 presents eight principles for materials adaption organized according to the acronym FLEXIBLE: F-feasible…

This article provides a framework for systematically evaluating and adapting reading comprehension curriculum lessons for children with various reading abilities, including children with mild disabilities who are in the regular classroom. A sample checklist for evaluating reading comprehension curriculum lessons and a sample teaching format for…

The Wisconsin Design for Reading Skill Development is a skill-centered approach to reading instruction in the elementary school. Skills in six areas have been identified: word attack, comprehension, study skills, self-directed reading, interpretive reading, and creative reading. The Design provides behavioral objectives and criterion-referenced…

The purpose of the research reported in this paper was the development of a learner-centered instructional model for the teaching of reading and writing skills. Specifically, the 14 APA (American Psychological Association) learner-centered principles were used as the conceptual framework for the development of the model. There are seven iterative…