More and more, data from standardized assessments are being used to make instructional decisions for struggling middle school readers. Administrators must stop spending money on “silver‐bullet” curriculum programs and start spending money on training opportunities that will lead to autonomy and creativity in the classroom. In this article, the author demonstrates how one such program in a school district was inappropriate for one struggling reader and possibly many more.
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Danielle V. Dennis (2008) studied this question.
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