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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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Resistance, Engagement, and Understanding: A Profile of a Struggling Emergent Reader Responding to Read-Alouds in a Kindergarten Classroom

Angela M. Wiseman North Carolina State University, Raleigh, North Carolina, USACorrespondence[email protected]
Pages 255-278 | Published online: 01 Jun 2012

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Read on this site (3)

Jackie Ridley. (2023) Protestation & Piggybacking: Strategic Participation in an ESL Book Group. Literacy Research and Instruction 62:4, pages 327-349.
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H. Vaziri, L. Tay, M. G. Keith & J. O. Pawelski. (2019) History, literature, and philosophy: A systematic review of positive functioning. The Journal of Positive Psychology 14:6, pages 695-723.
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Paula A. Greathouse. (2018) Effects of a positive youth development approach to literacy through young adult literature in the secondary remedial reading class: an action research study. Educational Action Research 26:2, pages 220-238.
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Articles from other publishers (5)

Angela M. Wiseman, Jennifer D. Turner & Marva Cappello. (2021) “I Drew Myself Right There”: third grade girls restorying for visual justice. English Teaching: Practice & Critique 20:4, pages 549-562.
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Maren Aukerman & Lorien Chambers Schuldt. (2021) What Matters Most? Toward a Robust and Socially Just Science of Reading. Reading Research Quarterly 56:S1.
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Anne Håland, Toril Frafjord Hoem & Erin Margaret McTigue. (2020) The Quantity and Quality of Teachers’ Self-perceptions of Read-Aloud Practices in Norwegian First Grade Classrooms. Early Childhood Education Journal 49:1, pages 1-14.
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Lyndsay Moffatt, Rachel Heydon & Luigi Iannacci. (2017) Helping out, signing up and sitting down: The cultural production of “read-alouds” in three kindergarten classrooms. Journal of Early Childhood Literacy 19:2, pages 147-174.
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Sandra Lennox. (2013) Interactive Read-Alouds—An Avenue for Enhancing Children’s Language for Thinking and Understanding: A Review of Recent Research. Early Childhood Education Journal 41:5, pages 381-389.
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