Abstract
Current expanded views of literacy are recasting the debate in the U.S. about “why Johnny can’t read” (Flesch, 1955) from focusing narrowly on improving language instruction to looking more broadly at disciplinary literacy instruction across content areas.
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Williamson, P. (2013). Engaging Literacy Practices Through Inquiry and Enactment in Teacher Education. In: Kosnik, C., Rowsell, J., Williamson, P., Simon, R., Beck, C. (eds) Literacy Teacher Educators. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-200-6_11
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DOI: https://doi.org/10.1007/978-94-6209-200-6_11
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