Volume XXIX, 2009 Contents





Managing Editor

Amy Alexandra Wilson, University of Georgia

Website and Technical Coordinator

Gary Moorman, Appalachian State University

Associate Editors

Alison Heron-Hruby, George Mason University
George Hruby, Utah State University

Jonathan Eakle, John Hopkins University

Technology Consultant

John Spagnolo, Appalchian State University

Editorial Assistants

Jayme Stuart, Appalachian State University


Editorial Advisory Board

Cynthia Bertelsen, Bowling Green State University Chet Laine, University of Cincinnati
Kay Camperell, Utah State University Mona Matthews, Georgia State University
Joyce C. Fine, Florida International University Richard Oldrieve, Bowling Green University
Michael French, Bowling Green State University Debra M. Pane, Florida International University
Rosalind R. Gann, East Tennessee State University  
Cindy Hendricks, Bowling Green State University  







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Deconstructing the Construct of 'Struggling Reader': Standing Still or Transforming Expectations and Instruction?

Marino Alvarez
Sonya Armstrong

Laurie Elish-Piper
Mona Matthews

Victoria Risko







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Three Models for Approaching Literatures of Trauma

Kate Dailey





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Reading the Script: How Students and Teachers Understand Reading in the Context of a Scripted Intervention Class

Hope Davis




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A "Book Club Girl" Becomes a "Leader"

Elizabeth Frye




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Confronting the Trauma-Sensitive Writing of Students

Deborah Kellner




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Preservice English Teachers and Special Educators: Opportunities and Barriers to Collaboration

Stephen Kroeger
Chester Laine




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Using "New Literacies" to Re-Shape Teacher Education

Joe Lubig
N. Suzanne Standerford
Derek Anderson
K.C. Holder
Laura Reissner
Sue Szczepanski






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Youth and Popular Culture: From Theory to Practice

Trevor Stewart
Joanne Ratliff




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For questions regarding this website please contact Gary Moorman. Updated February, 2009. This site is maintained by Appalachian State University,
Reich College of Education.

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