ITL512 v1

Bergeron, B., Weemuth, S., Rhodes, M., & Rudenga, E. (1996). Language development and thematic instruction: Supporting young learners at risk. Childhood Education, 72(3), 141–145. https://doi.org/10.1080/00094056.1996.10521618
One primary challenge is to develop instructions that effectively reaches learners with diverse needs while providing an environment that supports and nurtures each child’s growth. Programs for at-risk children should provide opportunities for building self-esteem thus fostering young children’s belief that they can learn.

Hiebert, E. (2009). Reading More, Reading Better. Guilford Publications.
Teaching students specific literacy skills is important--but equally critical, and often overlooked, is giving them the time and opportunity to read actual texts. Bringing together leading scholars, this book focuses on how teachers can improve both the quality and quantity of reading experiences in K-12 classrooms.
Read:
Chapter 9: Increasing reading opportunities for English language learners
Chapter 10: Text reading and students with learning difficulties

IRIS | Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies. (n.d.). Iris.peabody.vanderbilt.edu. https://iris.peabody.vanderbilt.edu/module/sec-rdng2/#content
This module examines some of the reasons that adolescents struggle with content-area text and overviews effective strategies teachers can use to improve the vocabulary and comprehension skills of students with a wide range of abilities and across a variety of subjects (est. completion time: 1.5 hours).

MacBlain, S., Long, L., & Dunn, J. (2015). Dyslexia, literacy and inclusion: Child-centered perspectives. SAGE Publications.
Concentrating on the goal of raising literacy standards for children with dyslexia and developmental literacy difficulties, the book outlines holistic approaches for meeting the needs of children with dyslexia and developmental literacy difficulties and describes child-centered approaches for assessment, intervention, and creating inclusive cultures for literacy learning in the mainstream primary school.
Read:
Chapter 3: Meeting the Needs of Children with Dyslexia and Developmental Literacy Difficulties: Holistic Approaches
Chapter 7: New Literacies in the Classroom: Forging Culturally Responsive Curricula

Rossow, A., & Hess, C. (2001). Engaging students in meaningful reading a professional development journey. Teaching Exceptional Children, 33(6), 15–20. https://doi.org/10.1177/004005990103300602
This article describes the quest of an elementary special educator to create an effective reading program that would motivate students, as well as one that would address the students' Individualized Education Programs. Allowing the students to help select books and integrating writing activities had a positive effect on the students.

Wearmouth, J. (2017). Employing culturally responsive pedagogy to foster literacy learning in schools. Cogent Education, 4(1), 1295824–. https://doi.org/10.1080/2331186X.2017.1295824
This paper adopts a sociocultural lens through which to view such pedagogy and refers to a number of seminal texts to justify of its relevance. Use of this lens is seen as having a particular rationale. It forces a focus on the agency of the teacher as a mediator of learning who needs to acknowledge the learner's cultural situatedness if school literacy learning for all students is to be as successful as it might be.

Friermood, M. (n.d.). Anchor chart intervention! Secrets to making effective and well-designed anchor charts. https://minds-in-bloom.com/anchor-chart-intervention-secrets-to/
Sharing some tips and tricks on making a great anchor chart, one that will do its job of anchoring students’ thinking to a strong model of a concept or a process, and one that is well-designed without taking forever to make.

Mulvahill, E. (2020, July 14). Anchor charts 101: Why and how to use them. https://www.weareteachers.com/anchor-charts-101/
Everything you need to know about this super useful strategy.