Literaturnachweis - Detailanzeige
| Autor/inn/en | Jang, Bong Gee; Henretty, Dawnelle; Waymouth, Heather |
|---|---|
| Titel | A Pentagonal Pyramid Model for Differentiation in Literacy Instruction across the Disciplines |
| Quelle | In: Journal of Adolescent & Adult Literacy, 62 (2018) 1, S.45-53 (9 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1081-3004 |
| DOI | 10.1002/jaal.757 |
| Schlagwörter | Individualized Instruction; Student Diversity; Teaching Methods; Models; Adolescents; Developmentally Appropriate Practices; Literacy Education; Student Needs; Technology Integration; Relevance (Education); Content Area Reading |
| Abstract | To create an atmosphere that encourages student involvement and develops lifelong learners, educators are finding that differentiated instruction provides a viable framework. Typically, students who populate modern classrooms have diverse interests, varied cultural and linguistic backgrounds, and an assortment of literacy skill levels. Many are familiar with technology and at ease with different modalities of texts (e.g., print, digital). The authors offer a comprehensive approach, a pentagonal pyramid model, that specifically addresses adolescent learners' needs and reflects their nuanced sociocultural contexts. The authors believe that this model can serve as an effective and practical tool for differentiation in literacy instruction across the disciplines. The model can accommodate the entire spectrum of students, incorporating technology and multiple texts and valuing different literacy levels, motivation, and cultural and linguistic backgrounds, when planning, implementing, and assessing instruction. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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