Beers, Kylene. When Kids Can't Read What Teachers Can Do. Portsmouth: Heinemann, 2003.
An effective text with strategies for struggling readers.
Farstrup, Alan E.,Samuels S. Jay. eds. What Research Has to Say About Reading Instruction. Newark: International Reading Association, 2002.
Duke, Nell K., Pearson P. David. Effective Practices for Developing Reading Comprehension. Farstrup and Samuels 205-236.
A compelling chapter where the authors analyze, compare and contrast the validity of various strategies teachers use for an effective reading comprehension.
George, Paul S. "A Rationale for Differentiating Instruction in the Regular Classroom," Theory into Practice, 44, no. 3 (2005): 185-193, www.jstor.org/stable/3496997.
Based on the theory of differentiated instruction, the article evaluates the benefits of heterogeneous classrooms and differentiated instruction.
Strassman, Barbara K, Jersey Ewing. "Differentiated Instruction in the English classroom: Content, Process, Product and Assessment," 48, no. 4 (2005): 358-359, www.jstor.org/stable/40016933.
Useful suggestions of methods and strategies to effectively teach in a differentiated classroom.
Woolfolk, Anita. Educational Psychology. Boston: Allyn and Bacon, 2001.
An essential text in educational psychology based on the theories of some of the most important scholars like J. Piaget and L. Vygotsky. It prepares for teaching, counseling, speech therapy, or psychology.
