Reflections on Teaching Struggling Middle School Readers
Shares four working generalizations on what it takes for middle school students with persistent reading difficulties to become successful readers: (1) access to materials that span the gamut of interests and difficulty levels; (2) opportunities to share reading experiences with teachers and classmat...
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| Veröffentlicht in: | Journal of adolescent & adult literacy 1999-02, Vol.42 (5), p.372-381 |
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| container_end_page | 381 |
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| container_issue | 5 |
| container_start_page | 372 |
| container_title | Journal of adolescent & adult literacy |
| container_volume | 42 |
| creator | Ivey, Gay |
| description | Shares four working generalizations on what it takes for middle school students with persistent reading difficulties to become successful readers: (1) access to materials that span the gamut of interests and difficulty levels; (2) opportunities to share reading experiences with teachers and classmates; (3) real purposes for reading; and (4) recognition that they can become good readers. (SR) |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 1081-3004 |
| ispartof | Journal of adolescent & adult literacy, 1999-02, Vol.42 (5), p.372-381 |
| issn | 1081-3004 1936-2706 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_85684247 |
| source | JSTOR Archive Collection A-Z Listing |
| subjects | Adolescents Grade 6 Junior high school students Literature Methods Middle School Students Middle School Teachers Middle Schools Picture books Preservice Teachers Reading Reading Attitudes Reading Centers Reading Difficulties Reading Improvement Reading instruction Reading Motivation Reading teachers Remedial education Study and teaching Sustained Silent Reading Teachers Teaching Textbooks |
| title | Reflections on Teaching Struggling Middle School Readers |
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