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OMG! I'm not all the way through the chapter yet, but already I'm questioning what I have doing with my struggling readers. This is especially true, since just this year, I have had 3 who are not progressing in their reading skills. It has been our practice to do pull-out during the reading block to work on ESOL skills. While those do sometimes coincide with a students' reading proficiency, it is not always the case. It will be interesting to see what intensive strategies we can develop to accelerate our students. Lisa C.

This chapter really made me rethink my philosophy too. Typically the kids that I work with are making about a half year's progress in reading before they are identified. When they make a year's progress with me, I am usually pleased, but that really won't help to close the gap. It is better, but maybe not good enough. I'm really looking forward to the discussion tomorrow to see how we can make an even bigger difference with these struggling kids.

The other voice in my head is my husband's. Even though I'm a special ed teacher, he's forever saying that when we put all the resources into the struggling learners that we are ignoring the other kids that have such great potential. At one point the chapter said that we should be "evening out" differences between students. I completely agree that what's "fair" for one is not fair for all. However, I do see a problem with that model too. By pouring all the resources into the struggling kids, we leave the other to have more independent time. While they may make a year's growth, will they reach their true potential? - Sarah