By engaging in sustained reading of text set materials and discussion around text set topics, genres, or formats, students of every level of achievement and learning style can develop expertise and experience particular perspectives from which to question, debate, and inform their peers. In this chapter, the authors discuss ways to engage older at-risk students by providing interesting and varied texts and student choice, emphasizing content, and providing opportunities for peer discussion and collaboration.
IRA no. 844.11 | doi: 10.1598/0844.11
McGill-Franzen, A., & Lubke, J. (2011). Under the Radar, Struggling to Be Noticed: Older At-Risk Students. In J.R. Paratore & R.L. McCormack (Eds.), After Early Intervention, Then What? Teaching Struggling Readers in Grades 3 and Beyond (2nd ed., pp. 221–237). Newark, DE: International Reading Association.