Turning Around Our Perceptions and Practices, Then Our Readers

Authors


e-mail genrique@lesley.edu.

e-mail sjones1@uga.edu.

e-mail lane2clarke@gmail.com.

Abstract

In this column, the authors encourage teachers to resist using the unhelpful term struggling reader and instead focus on who the reader is and what will motivate her or him. The authors present a five-part framework for meeting the needs of all readers and argue that focusing on students' negative behaviors during reading creates a missed opportunity for the teacher to turn herself or himself around and see the reader from a different perspective.

Ancillary