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"I am grasping a giant window ledge
and peeking over the gigantic window sill"
(Hanson, 1989).
This comes from a newly empowered teacher-researcher describing the
feeling of independence from laboratory research. It describes how I felt
beginning my journey into learning how children come to read. I had bits and
pieces of knowledge. I had ideas about things I thought worked and about
things I thought did not work, although these ideas were somewhat fragmented.
I did have a sense of which window ledge to climb when I began my journey.
Fortunately, Mona Matthews, a Georgia State Professor, was already on the
inside and was there to pull me through the window.
In the following sections, I will share some basic beliefs I hold about
reading. I will explain both why I believe what I do and how what I believe
impacts my teaching.
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