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Peer reviewedHynes, Myrna – Language Arts, 2000
Argues that the key to helping one seventh-grade boy make the transition from non-reader to reader was in changing his self-image as a non-reader. Shows how he became actively engaged in reading and writing when he felt valued, took risks, and developed his own ideas. Argues for more closely aligning students' lives within school and outside…
Descriptors: Case Studies, Grade 7, High Risk Students, Junior High Schools
