Practical Implications: By re-conceptualizing their approaches to working with struggling readers, teachers increase the likelihood that students will not only develop component skills related to reading but also integrate these components and develop the conceptual expertise that anchors future reading and learning.
Robertson, D.A., Ford-Connors, E., Dougherty, S. and Paratore, J.R. (2020), "Re-Conceptualizing Literacy Instruction to Accelerate", Ortlieb, E., Grote-Garcia, S., Cassidy, J. and Cheek, E.H. (Ed.) What’s Hot in Literacy: Exemplar Models of Effective Practice (Literacy Research, Practice and Evaluation, Vol. 11), Emerald Publishing Limited, Bingley, pp. 141-157. https://doi.org/10.1108/S2048-045820200000011012
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