Examines a fourth-grade teacher's interactions with a child, showing that actually allowing students to use their point of view when discussing literature is a real challenge that requires most classroom teachers to rethink their roles as readers and listeners. (RS)

Describes how profiles of individual readers are valuable constructs in assessing independent word learning strategies and how such information can drive instruction. Describes the independent word learning strategies of three learners of varying ability, illustrating what information think-alouds can provide teachers. Discusses instructional…