Beginning Reading: Educational Tools for Diverse Learners

Abstract

At a national level, major directives have been initiated to increase achievement outcomes in virtually every subject area. In this article, we provide a framework for improving the instructional tools in beginning reading with particular emphasis on their importance for children with diverse learning needs. A rationale based on current practice and the challenges of increasing diversity in classrooms is provided. Critical dimensions or big ideas of beginning reading are identified and related to curriculum design principles to improve learning outcomes.

Additional information

Notes on contributors

Scott K. Baker

Scott K. Baker received his PhD in School Psychology from the University of Oregon in 1993. He is currently a Research Associate in the Division of Learning and Instructional Leadership at the University of Oregon. His research interests include alternative assessment strategies with diverse learners and early literacy development.

Edward J. Kameenui

Edward J. Kameenui, PhD, is Associate Dean of the Division of Learning and Instructional Leadership in the College of Education and Associate Director of the National Center to Improve the Tools of Educators at the University of Oregon. His research interests include the relation between academic learning problems and instructional design and the development of early literacy skills.

Deborah C. Simmons

Deborah Simmons is an Associate Professor of Special Education in the Division of Learning and Instructional Leadership, College of Education, University of Oregon. Dr. Simmons completed her PhD at Purdue University with emphases in learning disabilities and reading. Her research examines means of meeting the needs of diverse learners in general and special education through applications of instructional design and delivery.

Steven A. Stahl

Steven A. Stahl, PhD, is Professor of Reading Education and Principle Investigator for the National Reading Research Center, University of Georgia. He received his degree from the Harvard Graduate School of Education in 1982. His research interests include beginning reading and vocabulary development.