Children acquire and use reading strategies in different instructional settings. Educators know that school must improve the achievement of the low-income households. Many researchers present erroneous work on the performance of low and middle-income families. According to Nicholas et al. (2007), some of the factors that contribute to school failure include teacher expectations, instructions, curricula, and the variations in school structure. Decades of research, to bring reform to the low-income children, facilitate transformation of the young children development. The construction of knowledge founded on the student cognitive structures helps them to interpret new information. The constructivist view of learners Continue reading...