Abstract
AbstractIn this article, one literacy coach turned university professor describes her journey through Reading Recovery training and the lessons she learned along the way. She reflects on her teaching before and after studying Clay's work, and she describes the changes that she went through as a teacher as she applied the principles to her own teaching and to her work as a literacy coach. Teachers can learn how to apply these nine lessons learned, including the importance of scaffolding and of working within the zone of proximal development, in their own work with struggling readers in the classroom.
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