Teaching Reading in Rural and Urban Elementary Schools

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Geography significantly influences student learning and teacher instruction, particularly in rural versus urban settings. Limited research highlights the distinct needs of students in these environments, emphasizing the importance of tailored instructional plans. This study employs ten weeks of observations and ethnographic interviews with four highly regarded literacy teachers to uncover unique instructional techniques specific to each area. The findings offer valuable insights for educators and administrators, aiding in the development of effective literacy instruction models across various grade levels.