Abstract
If we want to move children from struggling to read to being proficient readers, we must address the disparate ways that teachers respond to readers with varying abilities. Restorative practices, akin to restorative justice, build relationships, make connections, and foster a reader’s sense of ownership and empowerment. What would happen if teachers shifted from their prevailing responses to struggling readers and instead tried to engage in restorative literacy practices, in which students develop relationships with authors, teachers, and other readers over the material they read, make connections with what they read to their own life experiences, and take ownership for their reading growth and development?
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