Teacher Handbook to Support Literacy Learners
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Date
2015
Authors
Brown, Catherine J.
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education
Abstract
Today’s classrooms are comprised of very diverse populations and educators are continually faced with the task of determining the most appropriate method of instruction and required support based on the diversity within their classrooms. The purpose of this project was to develop a resource in the form of a handbook for educators and others working with students that struggle academically, including English language learners and those affected by poverty. The need for such a resource is based on the apparent increasing needs within an inclusive classroom setting and the writer’s personal experiences within her school community with the identified populations. Educators in an inclusive education setting are often overwhelmed with the wide-range of needs present on a daily basis and this type of resource could potentially become a valuable component of their toolkit. This project provides readers with an easily accessed resource when determining appropriate and research-based supports for students. The primary emphasis is on literacy support through effective strategy implementation, involving the areas of reading, writing, and mathematics, with additional information related to English language learners, assessment, and technology. Key information regarding learning disabilities is included in order to provide the user with sufficient background information on disabilities and/or difficulties that affect learning. This type of resource can be used to guide instruction as well as inform best practices.
Description
viii, 99 leaves ;29 cm
Keywords
Creative teaching , Inclusive education , Literacy -- Study and teaching