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Approaching Texts in School

Peter Smagorinsky and K. Gallas

ABSTRACT

In this article, the writers look closely at one second-grader's understanding of reading and how this understanding affects his learning as well as his relationship with his teacher. The writers suggest that for some students the problem may not lie in their inability to read but in the ways they approach reading within the classroom context. Teachers need to investigate texts used, cultural assumptions, and students' cultural beliefs in order to create a more inclusive learning community especially for students whose experiences are different from the mainstream culture of most teachers.

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