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Struggling Readers Can Succeed: Targeted Solutions Based on Complex Views of Real Kids in Classrooms and Communities


reviewed by Cheryl Dozier & Virginia Goatley ó September 11, 2014

coverTitle: Struggling Readers Can Succeed: Targeted Solutions Based on Complex Views of Real Kids in Classrooms and Communities
Author(s): Nina L. Nilsson & Sandra E. Gandy (Eds.)
Publisher: Information Age Publishing, Charlotte
ISBN: 1623961815, Pages: 232, Year: 2013
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Cite This Article as: Teachers College Record, Date Published: September 11, 2014
http://www.tcrecord.org ID Number: 17675, Date Accessed: 10/20/2017 7:34:26 PM

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About the Author
  • Cheryl Dozier
    University at Albany
    E-mail Author
    CHERYL DOZIER is an associate professor in the Department of Literacy Teaching and Learning the University at Albany. Cherylís research and teaching examine relationships among responsive teaching, learners, and families toward creating a more just society. She has shared her research on responsive literacy coaching, engaging with families, and literacy teacher preparation at national and international conferences. She is involved with a Teacher Leadership Quality Partnership (TLQP) grant and New York State clinically rich teacher preparation grant with local school districts. She is the author of Responsive Literacy Coaching (2006) published by Stenhouse. She also co-wrote Critical Literacy/Critical Teaching: Tools for Preparing Responsive Teachers with Peter Johnston and Rebecca Rogers (Teachers College Press). She has articles published in The Reading Teacher, Journal of Literacy Research, and Reading and Writing Quarterly.
  • Virginia Goatley
    University at Albany
    E-mail Author
    VIRGINIA GOATLEY is the Department Chair and a Professor in the Department of Literacy Teaching and Learning at the University at Albany. Her primary research interest is preventing reading and writing difficulties for children. Her research focuses on teacher preparation and professional development that supports effective classroom practice, including the accreditation and assessment of teacher preparation. In collaboration with colleagues at the Child Research and Study Center, she is co-investigator for two recent federally funded grants through IES and FIPSE, focused on the literacy coursework in teacher preparation programs, with a special emphasis on meeting the needs of all learners. Dr. Goatley is currently a member of the Council for the Accreditation of Educator Preparation (CAEP) IB Commission, the CAEP Standards Committee, and the International Reading Association's Literacy Reading Panel. Her recent publications have appeared in several journals including, Language Arts, Language and Literacy Spectrum, and The Reading Teacher. She is a co-author of Engaging Students in Disciplinary Literacy, K-6 (TC Press, 2014).
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