Abstract
Using a case study of a seventh-grade language arts classroom, the authors describe an evidence-based approach to reading comprehension instruction, collaborative strategic reading, which supports all learners by changing the nature of learning and participation.
Document Type
Article
Source Publication
The English Journal
Version
Published Version
Publication Date
2015
Volume
105
Issue
1
First Page
48
Last Page
54
Rights
© 2015 National Council of Teachers of English
Recommended Citation
Boardman, A. G., Moore, B. A., & Scornavacco, K. R. (2015). Disrupting the “Norm” with Collaborative Strategic Reading. The English Journal, 105(1), 48–54
Comments
For questions contact ScholarsRepository@fhsu.edu