Abstract
This article investigates how teacher educators and teachers collaborate via dialogic interactions to support the development of elementary students’ reading strategies. By implementing comprehension-centered reading tools such as the Burke reading interview and strategy rulers in partnership with in-service teachers, we are able to sustain ongoing inquiry and evaluation of effective literacy practices that enhance student learning.
Recommended Citation
Kim, Koomi; Liwanag, Maria Perpetua; Henderson, Violet; and Duckett, Peter
(2014)
"Critical Dialogues about the Reading Process with In-service Teachers and Children,"
Networks: An Online Journal for Teacher Research:
Vol. 16:
Iss.
2.
https://doi.org/10.4148/2470-6353.1043
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