Strategies for Diverse Learners: Observation Results

Introduction

This report summarizes results of an assessment tool identified as Strategies for Diverse Learners implemented with a small group of three at-risk literacy learners and a teacher from a nearby district (Sullivan & Glanz, 2009). The focus of this report is on the implementation of strategies for diverse learners. Teachers instruct students, and the opposition in this obligation is that all children learn differently. The community of learners, I'm focusing on, in this report are the at-risk literacy learners. At-risk learners do not learn at the same rate as average or above average learners. The at-risk community needs reflective educators who are responsible in their learning; to be "in the know" how to teach this group of learners. There is no room for lack of literacy knowledge because the at-risk literacy learners deserve success, just as much as the average and above average learners in their age group. Research suggests that children with limited, early reading skills continue to struggle with reading and writing on the later grades and are likely to drop out of school (Alexander, Entwisle, & Horsey, 1997; Juel, 1988; Tabors, Snow, & Dickinson, 2001).

I strongly believe all children can learn. As an educator, I’m required to reach all children. With the outcomes of this tool, I’ll be able to determine effective teacher and child interactions with supporting strategies for diverse learners. This tool determines effective and ineffective areas with areas of indication. It can be used to help teachers adapt their teaching to improve student achievement. It is imperative for educators to select the proper conditions, pose just right challenges to the child, observe extremely carefully, react-interact appropria...

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Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.

Sullivan, S. & Glanz, J. (2009). Supervision that improves teaching and learning strategies and techniques. Thousand Oaks, CA: Corwin.

Tabors, P. O., Snow, C. E., & Dickinson, D. K. (2001). Homes and schools together: Supporting language and literacy development. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 313-334). Baltimore: Brookes.

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http://www.dodgelearning.com/LLI_Efficacy_Study_Report_FINAL.pdf