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Collaborative literacy practice at secondary level

Denise Hitchcock, Catherine Braddock, and Megan Nelson-Latu

Literacy support and intervention can occur effectively within secondary social studies classes, rather than withdrawing students from regular instruction, by focusing on the literacy skills and knowledge relevant to
that subject. Collaboration between literacy leaders, teachers, and facilitator supports the design and implementation of a coherent literacy intervention, and builds capacity to undertake similar interventions in the future.  Student achievement outcomes can be improved through collaborative interventions.

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