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Teachers in general are well aware of the appalling reading deficiencies that many students bring to the classroom. This is true at the elementary, the secondary, and the college level. (1) In many cases, however, teachers of subject matter tend to refuse to accept responsibility for helping students to overcome their reading problems. (3) Such an attitude is, of course, understandable, as the limited time that students spend in any particular class is barely sufficient to "teach" them the subject itself. The additional responsibility of teaching reading may seem to many educators not only an unfair imposition, but an impossible task to handle.

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