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Reading & Writing Quarterly
Overcoming Learning Difficulties
Volume 28, 2012 - Issue 3: Creating Inclusive Learning Environments for Struggling Readers
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After-School Literacy Engagements With Struggling Readers

Susan V. Piazza Western Michigan University, Kalamazoo, Michigan, USACorrespondence[email protected]
&
Lonnie E. Duncan Western Michigan University, Kalamazoo, Michigan, USA
Pages 229-254 | Published online: 01 Jun 2012

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Read on this site (4)

Amanda Rigell, Arianna Banack, Amy Maples, Judson Laughter, Amy Broemmel, Nora Vines & Jennifer Jordan. (2022) Overwhelming whiteness: a critical analysis of race in a scripted reading curriculum. Journal of Curriculum Studies 54:6, pages 852-870.
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Susan Stewart Fields. (2020) From “Painstaking” to “Open and Loose”: Using a Discursive-Cognitive Lens to Ease a Frustrated Adolescent Writer’s Process. Reading & Writing Quarterly 36:5, pages 462-479.
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Cheryl L. Somers, Dan Wang & Monte Piliawsky. (2016) Effectiveness of a Combined Tutoring and Mentoring Intervention With Ninth-Grade, Urban Black Adolescents. Journal of Applied School Psychology 32:3, pages 199-213.
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OlatokunboS. Fashola. (2013) Evaluation of an Extended School Day Program for African American Males in the Context of Single Gender Schooling and Schoolwide Reform: A Case for Extending the School Day for African American Males. Peabody Journal of Education 88:4, pages 488-517.
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Articles from other publishers (9)

Abigail A. Amoako Kayser, Jennifer Darling-Aduana, Johari Harris, Christen Edwards & Derrick Alridge. (2023) Virtual Connections: Teacher Beliefs and Practices Enacting Culturally Relevant Practices in a Virtual Freedom School. The Urban Review.
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Elizabeth Silva Diaz & Vanessa Santiago Schwarz. 2022. Bilingual Special Education for the 21st Century. Bilingual Special Education for the 21st Century 25 49 .
Marnie W. Curry & Steven Z. Athanases. (2020) In Pursuit of Engaged Learning with Latinx Students: Expanding Learning beyond Classrooms through Performance-Based Engagements. Teachers College Record: The Voice of Scholarship in Education 122:8, pages 1-49.
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Nicholas A. Gage, Denise K. Whitford, Antonis Katsiyannis, Simone Adams & Andrea Jasper. (2019) National Analysis of the Disciplinary Exclusion of Black Students with and without Disabilities. Journal of Child and Family Studies 28:7, pages 1754-1764.
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Julie E. Learned, Mary Jo Morgan & Angela M. Lui. (2017) “Everyone’s Voices Are to Be Heard”: A Comparison of Struggling and Proficient Readers’ Perspectives in One Urban High School. Education and Urban Society 51:2, pages 195-221.
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Sylvia Linan-Thompson, Julie A. Lara-Martinez & Linda O. Cavazos. (2018) Exploring the Intersection of Evidence-Based Practices and Culturally and Linguistically Responsive Practices. Intervention in School and Clinic 54:1, pages 6-13.
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Julie E. Learned. (2018) Classroom Contexts and the Construction of Struggling High School Readers. Teachers College Record: The Voice of Scholarship in Education 120:8, pages 1-47.
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Julie E. Learned. (2016) “The Behavior Kids”. American Educational Research Journal 53:5, pages 1271-1309.
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Julie E. Learned. (2016) Becoming “Eligible to Matter”. Journal of Adolescent & Adult Literacy 59:6, pages 665-674.
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