ABSTRACT
The teacher’s initial pedagogical decision is to match students’ abilities with the difficulty levels of materials. This is as true for literacy as it is for every kind of instructional program. There are hundreds of reading programs; selecting the right one or designing a unique program for a student depends on many factors. While findings of research are not unequivocal in supporting particular kinds of instruction, they do suggest that there is reason to teach certain kinds of skills. Results of research surveys of the National Reading Panel, the National Literacy Panel, the Partnership for Reading, and other research will be considered in the design of the instructional strategies described and discussed in this book. The first consideration concerns teachers’ models of reading and instruction.
