STRUGGLING LITERACY LEARNERS BENEFIT FROM LIFETIME LITERACY EFFORTS

Abstract

Becoming a lifetime reader is predicated on developing a love of reading. Children with special needs and their less challenged peers both deserve equity and equality of educational opportunities that promote the lifetime reading habit. To support this direction, a strong commitment is needed from teachers and administrators, whose collective energy is aimed at determining children's attitude toward reading, immersing learners in different texts, engaging students in choosing resources and in reading them during school time, and helping children use skills and strategies in meaningful contexts. Although this perspective is beneficial for all learners, those who experience difficulty with reading profit from scaffolds that support the same instructional direction intended for learners who do not.