Matching Classroom Instruction with Reading Abilities

Abstract

The widespread failure of schools to match reading instruction to children's needs is the underlying theme of this article. Three of the factors that account for such a shortcoming are identified: large class size, dependence on basal reader programs, and questionable testing practices. How dependence on basal materials leads to a “standard” curriculum for all, beginning as early as kindergarten, receives special attention. The difficulty of getting teachers to provide differentiated instruction when they use basal materials is also discussed, with references to a year-long effort to alter one teacher's goals and behavior.