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Acknowledgments | |
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Introduction | |
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At-Risk Adolescents Speak Out: Alexis, Kayla, Mick, and Friends | |
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Lifers: When Readers Struggle From the Start | |
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Alexis's View of Reading | |
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Alexis's View of Herself | |
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The Beginnings of the Struggle | |
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Problems Encountered in the Struggle | |
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Trying to Get Help at School | |
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Parents Step In | |
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Avoidance | |
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From Love to Hate: Educational Practices That Turn Kids Off to Reading | |
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Ineffective Instruction | |
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One Size Does Not Fit All | |
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Choice Makes the Reader | |
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Reading That Emphasizes Decoding Over Understanding | |
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Ineffectual Teacher-Student Connections | |
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Journeys Not Taken: Going Nowhere in Your Reading | |
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The Roots of Mick's Ambivalence | |
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What's the Point? | |
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A Glimpse into the Reader's World | |
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Destination: The Reader's World | |
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Mind Journeys Aren't Easy | |
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Finding Their Way | |
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What These Lifers Teach Us | |
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Seeing Is Believing | |
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If/Then Conclusions | |
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Can We Make a Difference? | |
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A Revised Curriculum and Re-visioned Readers | |
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Reading Workshop I: Laying the Foundation for Change | |
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Reading Workshop in Action: "Do We Really Have to Read Today?" | |
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Course Goal | |
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Program Effectiveness | |
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Students and Space | |
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Class Schedule | |
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Reading Activities | |
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Study Strategies | |
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Setting Expectations | |
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Keeping on Track | |
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Ongoing Assessment and Evaluation | |
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Keeping Parents Informed | |
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Reading Rebound: Preliminary Footings for Those Who Need It Most | |
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"I'm a Reader Now" | |
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Background | |
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Goal | |
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Instructional Model | |
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Choosing the Student | |
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Training and Supporting the Teacher | |
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Assessing Progress | |
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Evaluating Results | |
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Reading Workshop II: Constructing the Framework for Success | |
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"We Can Read and Talk, Read and Talk" | |
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Background | |
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Goal | |
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Learning More About Our Students | |
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Logistics | |
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Reading Beyond the Classroom | |
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Introducing Effective Reading Practices | |
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Learning Together: A Team-Teaching Approach to Instruction | |
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Assessment and Evaluation | |
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Literacy Workshop Electives for Those Who Still Need Support | |
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"I've Got the Knack of It All Right, But Only to a Point" | |
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Background | |
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Goal | |
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Courses | |
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Afterword: What's the Point to All This? | |
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Appendices | |
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References | |