An important assumption for the structure to be operational is the acknowledgment that content area teachers have expertise in their discipline and vast knowledge about their subject, and should not be marginalized by the expectation that they become reading interventionists (Buehl, 2011; Gunning, 2018, IRA, 2012; Reed, Wexler, and Vaughn, 2012). Wendt (2013) affirmed the divide between literacy learning and content learning, and the assumption that academic learning presumes the mastery of basic literacy skills. Therefore, the teaching of basic decoding is within the scope of responsibilities for reading specialists and interventionists (Gunning, 2018, IRA, 2012; IRA, 2015).
Leveraging the work of the reading specialists to provide intervention in the foundational skills, and then coordinating instruction with teachers of content-specific disciplines, performing arts, and technical subjects to design effective lessons to meet the needs of students in Tiers 2 and 3, requires a division of labor (Buehl, 2010; Gunning, 2018, IRA, 2015; Piercy & Piercy). Ongoing collaboration and consultation of leadership teams to identify best practices for differentiating content and process diminishes the workload. Clarification of roles is integral to …show more content…
Inherent within the framework for helping students construct meaning before, during, and after reading, the instructional scaffold draws from Vygotsky’s (1978) Zone of Proximal Development (ZPD), the province between what a student can do independently and the level of proficiency that he or she can attain through expert guidance. As a teaching tool, the SRE includes selected strategies to support student comprehension of complex informational text as he or she strives to become an independent
Leveraging the work of the reading specialists to provide intervention in the foundational skills, and then coordinating instruction with teachers of content-specific disciplines, performing arts, and technical subjects to design effective lessons to meet the needs of students in Tiers 2 and 3, requires a division of labor (Buehl, 2010; Gunning, 2018, IRA, 2015; Piercy & Piercy). Ongoing collaboration and consultation of leadership teams to identify best practices for differentiating content and process diminishes the workload. Clarification of roles is integral to …show more content…
Inherent within the framework for helping students construct meaning before, during, and after reading, the instructional scaffold draws from Vygotsky’s (1978) Zone of Proximal Development (ZPD), the province between what a student can do independently and the level of proficiency that he or she can attain through expert guidance. As a teaching tool, the SRE includes selected strategies to support student comprehension of complex informational text as he or she strives to become an independent