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As a teacher educator in reading, I am interested in how well classroom practices which preservice students observe during fieldwork coincide with what they learn in my courses. Through discussions with my students, as well as my own classroom observations, it appears that there is not always a fit between current theory and the actual classroom practice. For example, round robin reading, the practice of one student at a time reading a portion of text aloud while other students listen, became the center of a class discussion recently.

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