Abstract
Our commentary responds to the five articles of the special issue on multidisciplinary collaboration to support struggling readers. From our perspectives informed by experiences working with diverse student and family populations in urban settings, preparing pre- and in-service educators and specialists to do the same, and working in federally funded technical assistance and dissemination centers focused on equity issues in general and special education, we highlight themes and raise issues across the articles. Accordingly, we discuss learning to read in the broader context of literacy acquisition, and examine issues of effectiveness, power, and privilege within consultative and collaborative professional relationships aimed at addressing diverse learners' reading capacities and outcomes.
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