The confluence of No Child Left Behind and the National Reading Panel report on the five essential components of reading instruction forged a path for struggling adolescent readers that supports a narrow curriculum designed to address gaps in constrained skills. Adolescents from a large school district in the state of Tennessee who failed state…

The present study examines how sixth grade students' discussions about texts and comprehension strategies looked similar and/or different based on their identities as readers and their reading levels. Findings indicated that students who self-identified as high-performing readers talked about texts and strategies in ways that were different from…

Many of the literacies students possess go unnoticed or untapped in schools. In some cases, these hidden literacies are not seen or valued because they are not viewed as appropriate or relevant in relation to officially sanctioned, school-based literacies. The literature has shown that these hidden literacies are indeed valuable and relevant and…

This study examines three questions: What kinds of think-aloud statements, in particular what kinds of inferences, are made by middle school students while reading expository text? Does thinking aloud affect comprehension as measured by recall and answers to questions? Does thinking aloud add value to the assessment of comprehension beyond what is…