Literacy Failure Case Studies: What is Holding them Back?
Not all students learn to read at the expected age or with expected fluency and comprehension. An examination of several cases identifies contributing factors and potentially effective responses.
||Literacy, Special Education, Teacher Preparation
The International Journal of the Book, Volume 4, Issue 3, pp.69-74.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 779.173KB).
Margaret (Meg) Kelly Carroll is Professor at Saint Xavier University in Chicago, Illinois. Meg holds a doctorate in curriculum and instruction from Loyola University of Chicago. She prepares teachers, particulary for special education, middle schools, and high schools. She has worked in teacher preparation for 25 years. Meg continues to teach children and adolescents as well as mentor novice and veteran teachers in school settings. As the author of "What Did You Do in School Today? A Guide to Schooling and School Success," Meg works extensively with parents and families, providing information and answering questions that will facilitate school success for children and adolescents. Her research interests are in special education, teacher education, parent involvement, and instructional methods.
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