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dc.contributor.authorBrooks, Maneka Deannaen_US
dc.contributor.authorFrankel, Katherine K.en_US
dc.date.accessioned2020-01-31T16:12:11Z
dc.date.available2020-01-31T16:12:11Z
dc.date.issued2018-07-01
dc.identifierhttp://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000438504000014&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=6e74115fe3da270499c3d65c9b17d654
dc.identifier.citationManeka Deanna Brooks, Katherine K Frankel. 2018. "Why the "Struggling Reader" Label Is Harmful (and What Educators Can Do About It)." JOURNAL OF ADOLESCENT & ADULT LITERACY, Volume 62, Issue 1, pp. 111 - 114 (4). https://doi.org/10.1002/jaal.758
dc.identifier.issn1081-3004
dc.identifier.issn1936-2706
dc.identifier.urihttps://hdl.handle.net/2144/39222
dc.description.abstractThe authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels.en_US
dc.format.extentp. 111 - 114en_US
dc.languageEnglish
dc.language.isoen_US
dc.publisherWILEYen_US
dc.relation.ispartofJOURNAL OF ADOLESCENT & ADULT LITERACY
dc.subjectSocial sciencesen_US
dc.subjectEducation & educational researchen_US
dc.subjectIdentityen_US
dc.subjectStruggling learnersen_US
dc.subjectInstructional strategiesen_US
dc.subjectMethods and materialsen_US
dc.subjectTeaching strategiesen_US
dc.subjectProfessional developmenten_US
dc.subjectTeacher educationen_US
dc.subjectEarly adolescenceen_US
dc.subjectAdolescenceen_US
dc.subjectCollegeen_US
dc.subjectUniversity studentsen_US
dc.subjectAdulten_US
dc.subjectLiteracyen_US
dc.subjectSchoolen_US
dc.subjectCultureen_US
dc.subjectExperiencesen_US
dc.subjectIdentityen_US
dc.subjectStudentsen_US
dc.subjectJourneyen_US
dc.subjectYouthen_US
dc.subjectCurriculum and pedagogyen_US
dc.subjectEducationen_US
dc.titleWhy the "Struggling Reader" label Is harmful (and what educators can do about it)en_US
dc.typeArticleen_US
dc.description.versionAccepted manuscripten_US
dc.identifier.doi10.1002/jaal.758
pubs.elements-sourceweb-of-scienceen_US
pubs.notesEmbargo: No embargoen_US
pubs.organisational-groupBoston Universityen_US
pubs.organisational-groupBoston University, Wheelock College of Education & Human Developmenten_US
pubs.publication-statusPublisheden_US
dc.identifier.mycv395045


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