May 2021 Vol 78 No 8 Educational Leadership
by Rachael Gabriel
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When it comes to reading instruction, an “all or nothing” approach is actually unscientific… Leaders and policymakers should remember that the individual differences that make each of us unique matter for reading instruction. Reading and writing require the orchestration of multiple complex cognitive, social, affective, and linguistic tasks. How well a student performs these tasks is influenced by many factors, only one of which is the type of instruction her teacher uses. Students’ individual language histories, cultural knowledge, interests, skills, health, text exposures, and reasons for reading affect their responses to instruction and intervention.
