Teaching Literacy Abstract

Paper Summary:

This paper examines how D. Fuchs and L.S. Fuchs' aricle, "Researchers and Teachers Working Together to Adapt Instruction for Diverse Learners", discusses the disconnect between educational research and educational practice that the authors, themselves researchers, contend is widespread in education today. The paper specifically looks at how the authors begin with a literature review, citing numerous studies that not only support this contention but present a range of hypotheses as to why it is occurring and how it may be remedied. The paper also examines how, although the authors reject the criticisms of some that empirical research in education is without value, they note the validity of some of the criticism and illustrate these issues in terms of their own research.

Outline:
Article
Summary
Quotations
Salient Points
Reflections
Application

From the Paper:

"While the authors cite a number of strategies in their methodology that are interesting, their idea in regard to "scaling up" of research as the final stage of their process is a very important point (Fuchs and Fuchs 132-33). While a teaching practice has been proven successful in a number of cases, implementing it in a wide range of classroom settings requires considerable effort. For this reason, the authors find that teachers who "self-select" themselves to implement innovations are often the best candidates for this process. Again, this point reinforces the overall sense of "realism" and practicality that defines the authors' methodology."

Sample of Sources Used:

• Fuchs, D., & Fuchs, L.S. (1998). Researchers and teachers working together to adapt instruction for diverse learners. Learning Disabilities Research and Practice, 13(3), 126-137.Summary

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