Unfortunately,
teachers who search for research - based strategies to help struggling older readers find that the
knowledge base is «sizeable but sketchy, unfocused, and
inadequate as a basis for reform in reading comprehension instruction» (p. xii), according to the report.
Classroom
teachers often feel professionally
inadequate to do a good job with the
knowledge and skills they received from a typical
teacher preparation program that lacks attention to linguistically diverse learners (Balderrama 2001; Darling - Hammond et al. 2002; Gandara et al. 2005).