Thinking of motivation not as a solitary concept but as a set of componentsenables teachers to select appropriate assessments, interpret the data they provide, and plan truly motivating instruction.
The purpose of this article is to highlight the importance of providing reading interventions that are differentiated and aligned with an individual student's most foundational reading skill need. The authors present profiles of different readers and suggest three principal areas for support: decoding words, reading at an appropriate rate, and comprehending text. Differentiated interventions are described and related classroom instructional techniques are recommended.
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