Individuals are more likely to do tasks or activities when they think they can master the activity; therefore, to succeed in reading children need to believe they can read.

                                   -Bandura, 1977; Wigfield, 1997

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                  Balanced Literacy Program

 

          According to researchers, an effective reading instruction is differentiated based on the needs and skill levels of each student. It incorporates a combination of whole class and small group instruction at each student's appropriate level. Effective reading instruction is connected to written and oral language and, when possible, should be integrated into other content areas (Hall, Strangman, & Meyer, 2003). A good reading program incorporates, balanced literacy, a variety of instructional approaches: Modeling strategies through thinking or reading aloud, shared reading, guided reading, independent reading, and listening to stories read aloud. Effective reading instruction in the 5 components of reading is sequential, systematic, and explicit. On-going assessments should be used to inform classroom-reading instruction and to monitor student progress.  Student's learning profile includes learning style (i.e., a visual, auditory, tactile, or kinesthetic learner), grouping preferences (i.e., individual, small group, or large group), and environmental preferences (i.e., lots of space or a quiet area to work). A teacher may differentiate based on any one of these factors or any combination of factors (Tomlinson, 1999).