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Teacher knowledge is dynamic and experiential. It is both constructed and reconstructed daily as teachers live out their lives in and out of school (Clandinin and Connelly, 1991). Therefore, listening to teachers' stories can be a valuable avenue to gaining insights into the methods other teachers use to teach children to read. My goal is to share one teacher's story in such a way that readers will reflect on their own stories and examine their practices of reading instruction, their knowledge and beliefs, and how all these elements of teaching are interrelated. It is up to readers to take from this qualitative research those parts which fit their individual professional development needs.

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