The new demands of the learning environment can only be met if the instructional methods remain dynamic and provide a comprehensive understanding of the learning needs. By identifying the various changes in the learning environment, the authors lay a ground for launching a new strategy for meeting the learners’ demands.
The article relies on empirical studies to identify the various learning needs of a diverse school population. The article summarizes the findings of hundreds of empirical studies to identify five common needs of a learner. Ming and Dukes (2010) identify phonemic awareness, phonics, fluency, vocabulary and comprehension as the key elements of a comprehensive lesson that can help children to become proficient readers. Phonemic awareness is defined as the ability to auditorily identify and manipulate individual sounds in words. On the other hand, phonics is the ability of the learner to identify the letters within a word. The two helps a learner to have a flow of the language what the authors term as fluency of the language. Next, the learners can learn how to use vocabulary which refers to the language words that add taste to the language. The last and the most important step is for the learner to comprehend the meaning of the language which is essential for a complete learning process. The article provides a basis which instructors can perform a close analysis of the lessons and evaluate the dimensions that they omit in their lessons.
Through a scientific approach, Ming and Dukes (2010) develops a strategy through which an instructor can develop incorporate the “big five” dimension in a diverse learning environment. The article emphasizes the need for preplanning stage in developing a comprehensive lesson plan. It is a stage that the instructor lays down the objectives the lesson and the various learners’ outcomes that he must attain at the end of their teaching. Next, the article