Why the "Struggling Reader" label Is harmful (and what educators can do about it)
dc.contributor.author | Brooks, Maneka Deanna | en_US |
dc.contributor.author | Frankel, Katherine K. | en_US |
dc.date.accessioned | 2020-01-31T16:12:11Z | |
dc.date.available | 2020-01-31T16:12:11Z | |
dc.date.issued | 2018-07-01 | |
dc.identifier | http://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.citation | Maneka 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.issn | 1081-3004 | |
dc.identifier.issn | 1936-2706 | |
dc.identifier.uri | https://hdl.handle.net/2144/39222 | |
dc.description.abstract | The 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.extent | p. 111 - 114 | en_US |
dc.language | English | |
dc.language.iso | en_US | |
dc.publisher | WILEY | en_US |
dc.relation.ispartof | JOURNAL OF ADOLESCENT & ADULT LITERACY | |
dc.subject | Social sciences | en_US |
dc.subject | Education & educational research | en_US |
dc.subject | Identity | en_US |
dc.subject | Struggling learners | en_US |
dc.subject | Instructional strategies | en_US |
dc.subject | Methods and materials | en_US |
dc.subject | Teaching strategies | en_US |
dc.subject | Professional development | en_US |
dc.subject | Teacher education | en_US |
dc.subject | Early adolescence | en_US |
dc.subject | Adolescence | en_US |
dc.subject | College | en_US |
dc.subject | University students | en_US |
dc.subject | Adult | en_US |
dc.subject | Literacy | en_US |
dc.subject | School | en_US |
dc.subject | Culture | en_US |
dc.subject | Experiences | en_US |
dc.subject | Identity | en_US |
dc.subject | Students | en_US |
dc.subject | Journey | en_US |
dc.subject | Youth | en_US |
dc.subject | Curriculum and pedagogy | en_US |
dc.subject | Education | en_US |
dc.title | Why the "Struggling Reader" label Is harmful (and what educators can do about it) | en_US |
dc.type | Article | en_US |
dc.description.version | Accepted manuscript | en_US |
dc.identifier.doi | 10.1002/jaal.758 | |
pubs.elements-source | web-of-science | en_US |
pubs.notes | Embargo: No embargo | en_US |
pubs.organisational-group | Boston University | en_US |
pubs.organisational-group | Boston University, Wheelock College of Education & Human Development | en_US |
pubs.publication-status | Published | en_US |
dc.identifier.mycv | 395045 |
This item appears in the following Collection(s)
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Wheelock: Scholarly Papers [107]
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BU Open Access Articles [3664]