基于身份导向的方法公平教学阅读——助力努力学习的读者

ABSTRACT Learning to read is one of the most powerful and critically important aspects of education. Despite this, educators are yet to reach a consensus on how to effectively teach children to read. This paper begins by providing a critical lens on how children in high poverty settings in Ireland experience literacy instruction and their associated outcomes in terms of literacy mastery. This paper argues for the need to develop a model of teaching reading that considers equality and identity as key components of literacy instruction. An approach to the teaching of reading equitably through en