Tiered Texts: Supporting Knowledge and Language Learning for English Learners and Struggling Readers

This article, through an engaging analysis of classroom dialogue, describes how and why a tiered-text approach to reading can help all students meet high standards for comprehension and content.

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Bibliographic Details
Published in:English journal 2011-05, Vol.100 (5), p.54-60
Main Authors: Moss, Barbara, Lapp, Diane, O'Shea, Mary
Format: Article
Language:English
Subjects:
Academic Discourse
Academic Language
Academic learning
Adolescents
Advances in Teaching English
British & Irish literature
Course Content
Critical literacy
Educational Environment
English (Second Language)
English as a second language learning
English language learners
English literature
Intervention
Language Acquisition
Language arts learning
Language Proficiency
Language Skills
Learning
Literacy
Literacy Education
Literary characters
Literature
National Competency Tests
Pedagogy
Prior Learning
Reading comprehension
Reading Difficulties
Reading instruction
Scaffolding (Teaching Technique)
Scores
Second Language Learning
Shakespeare, William (1564-1616)
Students
Teachers
Teaching Methods
Theater
Vocabulary
Vocabulary Development
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Description
Summary:This article, through an engaging analysis of classroom dialogue, describes how and why a tiered-text approach to reading can help all students meet high standards for comprehension and content.
ISSN:0013-8274
2161-8895
DOI:10.58680/ej201114915