Chapter
1. Who Are Struggling Readers?
Understanding the Term Struggling Reader: A Typical View
The Struggling Reader Crisis: Myth, Reality, or Somewhere in Between?
How Struggling Readers Define Themselves
Redefining the Term Struggling Reader
2. Promoting Disciplinary Reading Practices in English Language Arts
Disciplinary Literacy and English
Purposes, Goals, and Activities for Teaching English
The History of the English Class—and Its Consequences
Foundations of Reading in the English Curriculum
Genres, Comprehension, and Interpretation
Supporting Marginalized Readers in Middle School English
Beyond Tradition to Disciplinary Literacy and “Third-Space” Teaching
3. Designing Classroom Environments That Support Literacy Development
Struggling Readers’ Thoughts on Creating Positive Classroom Environments
Selecting Texts: The Readability Approach
A Culturally Relevant Approach to Selecting Texts
The Role of Language in Creating Classroom Environments
The Language of Reading and of Being a Reader
How Students Get Positioned in Class: The Role of Primary and Secondary Knowers
Repositioning Struggling Readers
4. Engaging and Motivating Marginalized Readers
Reading Self-Efficacy, Motivation, and Engagement
The Engagement Perspective
Assessing Funds of Knowledge for Engagement
Supporting Reader Autonomy
Challenges and Possibilities for Engaged Reading
5. Assessing Reading Performance and Students’ Funds of Knowledge
Traditional Reading Assessment in Middle School
Why Assess Students’ Funds of Knowledge?
Assessing Students’ Funds of Knowledge: A Protocol
Using Funds of Knowledge in Today’s School System
6. Implementing Reading Comprehension Strategies
The Importance of Ongoing Comprehension Strategy Instruction
How Do Students Use Comprehension Strategies?
Reading Identities: What They Are and How They Influence Strategy Use
How to Address Reading Identities in Strategy Instruction
7. Using Young Adult Literature to Promote Comprehension with Struggling Readers
Increasing Comprehension: Instructional Approaches
How Young Adult Literature and Literary Theory Can Help with Comprehension
Border Studies with The Absolutely True Diary of a Part-Time Indian
Studying Black Feminist Theory with Copper Sun
8. Culturally Grounded Vocabulary Instruction
Meet Ms. Franklin and Three of Her Students
Component 1: Immersion in Rich Language Sources through Wide-Ranging Reading and Writing
Teaching Independent Word-Learning Strategies
9. Fostering Discussions about Texts
The Benefits of Discussions
Students’ Perspectives on Discussions
Theoretical Perspectives on Discussions
The Teacher’s Role in Discussions
Developing Students’ Agency in Discussions
Discussions as a Way to Understand Diverse Populations
Engaging Students in Multimodal Discussions
10. Reading Texts on the Internet
Stepping into the World of New Literacies
Understanding and Responding to the Cultural Divide
Differences between Internet and Traditional Texts
Skills and Strategies Required for Online Reading
The Role of Prior Knowledge in Students’ Comprehension of Online Texts
Teachers’ Experiences in Using Online Texts and Developing New Literacies
Using the Internet in ELA Classes
11. Using Nonprint Media and Texts to Support Marginalized Readers
How Teaching Critical Media Literacy Helps Marginalized Readers
What’s a Text? What Is Reading?
Having Conversations about Critical Media Literacy
Continuing the Conversation: Critical Media Literacy and Rhetorical Techniques
Literary Analyses with Media
12. Relevant Curriculum and Policy for Middle School Struggling Readers
Finding a Voice in Policymaking
Beyond Protest: Real Actions for Real Change
Conclusion: Persistence to the Point of Success
13. Conclusion: Promising Readers
Embracing Asset Perspectives
Providing Good Teaching-Plus
Equipping Readers for Classroom Norms
Promoting Critical Responses to Texts
Intervening Directly to Bolster Students’ Identities
Empowering Struggling Readers
：Practices for the Middle Grades
( Solving Problems in the Teaching of Literacy )
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
