Intersections between differentiation and literacy instruction: Shared principles worth sharing

Almost any contemporary classroom will contain students who come from backgrounds shaped by poverty and those whose circumstances are more economically privileged, students who are behind in the learning curve and those who are ahead, students who are learning English as a second (or third) language...

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Bibliographic Details
Published in:The New England Reading Association journal 2009-07, Vol.45 (1), p.28
Main Author: Tomlinson, Carol Ann
Format: Article
Language:English
Subjects:
Grade 5
Individualized Instruction
Learning
Literacy Education
Principles
Science
Student Needs
Student Surveys
Students
Studies
Teaching Methods
Young adults
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Summary:Almost any contemporary classroom will contain students who come from backgrounds shaped by poverty and those whose circumstances are more economically privileged, students who are behind in the learning curve and those who are ahead, students who are learning English as a second (or third) language and those who may speak English comfortably but whose culture differs from the majority culture of classroom peers, students from secure homes and students whose homes are sources of tension or worse. On the classroom door is a sign that says, "Fifth Grade" or "Biology" and reinforces the inclination of educators, policy makers, and society as a whole to view the students as essentially alike because of their age and/or grade placement. By opening up to the students a variety of additional routes to engaging with and exploring literacy, a group of discouraged students, for the first time in their school careers, began to let go of what Mueller (2001) calls their tortured relationship with literacy and to contemplate the possibility that reading and writing belonged to them.
ISSN:0028-4882