Suggests that helping readers revalue the reading process and themselves as readers requires teachers to have an understanding of this process. Presents a case study of a seventh-grade student labeled as "learning disabled." Describes a miscue analysis and follow-up activities that helped the student strengthen his reading skills. (RS)

Argues that schools and teachers underestimate the demands that particular texts place on readers, especially as students reach middle school. Describes how the author uses think-alouds as one particular technique to actively give contextualized strategic knowledge over to students. Shows how this helps readers overcome their struggles to develop…