| dc.contributor.advisor | Milner, Rich | |
| dc.contributor.author | Pointer, Raquel | |
| dc.date.accessioned | 2013-05-31T20:55:47Z | |
| dc.date.available | 2013-05-31T20:55:47Z | |
| dc.date.issued | 2012-06-15 | |
| dc.identifier.uri | http://hdl.handle.net/1803/5545 | |
| dc.description | Teaching and Learning Department Capstone Project | en_US |
| dc.description.abstract | In the paper I explore some of the history of disengaged readers and segue into an exploration of the ways in which more recent literature discusses disengaged readers. I conclude with implications as to how the more recent literature's suggestions impact middle school classroom teachers in urban schools. | en_US |
| dc.language.iso | en_US | en_US |
| dc.publisher | Vanderbilt University. Peabody College | en_US |
| dc.subject | disengaged readers | en_US |
| dc.subject | urban context | en_US |
| dc.subject | middle school | en_US |
| dc.subject.lcsh | Reading comprehension -- Study and teaching (Elementary) | en_US |
| dc.subject.lcsh | Reading -- Remedial teaching -- United States | en_US |
| dc.title | “Basking in the mirror of yesterday’s glory…”: Engaging Disengaged Readers | en_US |
| dc.type | Capstone | en_US |
| dc.description.college | Peabody College of Education and Human Development | en_US |
| dc.description.department | Department of Teaching and Learning | en_US |
