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Abstract
On the basis of her experience with buying new curricular materials — specifically, for reading instruction and intervention — the author shares valuable lessons about how to make the most of such purchases. A program can be beneficial for some students but detrimental for others; programs should be presented to employees as tools to critique and adjust as needed, recognizing they may or may not contribute to success; and both teachers and students need to know exactly why they’re using the program in the first place.
References
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Kersten, J., Pardo, L. (2007). Finessing and hybridizing: Innovative literacy practices in reading first classrooms. Teachers and Teaching, 61 (4), 146–154. Google Scholar |
