Titlebook: Successful Reading Assessments and Interventions for Struggling Readers; Lessons from Literac Deborah Ann Jensen,Jennifer A. Tuten Book 201

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Exterior

Involving Parents, Caregivers, and Families,ny formal education and we suspected that neither parent had finished high school. They were concerned about their boys’ education but did not know how to gain access to services in the school. They also did not know how to help them when each began to struggle with their schoolwork.

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Nefarious

Literacy Space,iters (Allington, 2006). Our work as teacher educators, with teachers, children, and families in our Master’s in Literacy Education program is informed by our commitment to prepare excellent teachers to teach the culturally, economically, and linguistically diverse children in our communities so tha

insecticide

Souta, an English Language Learner,or the first time. Souta, age six, and Takahiro, age eight, sat quietly clutching the letter they each received from their tutors two weeks earlier. They would occasionally whisper to their mom in Japanese. Souta lives at home with his brother, mother, and father. Although Souta’s father is fluent i

使成核

Cooper, a Word Caller,fed, but he had the look of a cherub: blond, blue-eyed, just a bit chubby, and a smile to light up a room and beyond. He loved gross facts, using “bathroom” words, wrestling, and just plain running around. He knew a lot about the wrestlers of the World Wrestling Entertainment (WWE) that he watched w

谄媚于人

Emma, a Student with Possible Learning Disabilities,boisterously meandered through the hallways and initiated games and conversations with the other children waiting for tutoring, Emma always held back. She appeared to be both part of and separate from the group.

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Julisa, an Early Adolescent Reader,lder student, a preteen or tween. Frequently, he or she is the older sibling of the younger child who has been referred to Literacy Space. Julisa was one such girl. Her nine-year-old brother Ernesto was referred and Julisa’s dad asked if Julisa, who wasn’t doing well in sixth grade, could come along

熄灭

Bringing It to Your Classroom,ectation that I would be able to help a struggling reader/writer, I quickly settled into “the feeling” that was created in the space. Surrounded by good literature, games, puppets, quality assessment tools, and caring mentors and peers, I was able to fully jump into my work with a young first-grade