from the Editors

I remember once teaching a class of junior-high-school students who were judged to be slow readers. One student, a seventh grader, had worked with tutors and had extra help since she was very young but still could read at only a second-grade level. She resented being in a class for, as she perceived it, "dumb people." She didn't try to keep it a secret that she was angry and frustrated with everything and everyone around her.

When I met with the girl and her parents, I told them that the time had come to work hard at learning to read well. And not just for a few weeks, or even a couple of months, but for the whole school year. This student was ripe for progress; she only needed to claim it and do the work necessary. I told her I'd help if she wanted it.

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