Abstract
Hiebert, The (Mis)Match between and Students Who Depend on Schools to Become Literate. Part I: Frameworks for Creating and Selecting Instructional Texts. Adams, Decodable Text: Why, When, and How? Hiebert, Martin, Repetition of Words: The Forgotten Variable in for Beginning and Struggling Readers. Sailors, Hoffman, Condon, The Challenges of Developing Leveled in and for Developing Countries: The Ithuba Writing Project in South Africa. Part II: Addressing the Content of for Beginning and Struggling Readers: The Role of Informational Text. Cervetti, Barber, Text in Hands-On Science. Duke, Billman, Informational Text Difficulty for Beginning Readers. Suk Kim, Snow, Text Modification: Enhancing English Language Learners' Reading Comprehension. Part III: Instructional Strategies for Adapting for Beginning and Struggling Readers. Mesmer, Cumming, Text-Reader Matching: Meeting the Needs of Struggling Readers. Brown, Placing and Pacing Beginning Readers in Texts: The Match between and Children's Knowledge of Words. Billman, Hilden, Halladay, When the Right Texts Are Difficult for Struggling Readers. Curtis, Teaching Adolescents Who Struggle with Text: Research and Practice. Part IV: Pulling It Together. McGill-Franzen, Teachers Using Texts: Where We Are and What We Need.
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