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2018
Volume 24, Issue 4
  • ISSN: 1074-4762
  • E-ISSN: 1943-3069

Abstract

When students face challenges in reading because of pedagogy, practices, or programs, they can become accommodating readers rather than gifted readers, especially when under pressure for meeting expectations along a continuum. When students like the one featured in this piece are allowed to discover autonomy by volume and strategic reading, their gifts—a combination of perception and comprehension—flourish. As a result, disenfranchised readers become more committed and engaged readers.

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/content/journals/10.58680/vm201729078
2017-05-01
2024-11-10
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http://instance.metastore.ingenta.com/content/journals/10.58680/vm201729078
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  • Article Type: Research Article
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