Abstract
In both popular and academic discourse, a crisis mentality about literacy has been perpetuated for decades by conversations that talk around best practices for teaching reading and writing. One literacy juncture at which such conversations occur takes place between third and fourth grade, where focus shifts from learning to read to reading to learn. This case study examines how a community literacy organization is supporting students through this transition by analyzing how the relationship between development and delivery of reading intervention curriculum is a conversation between the two parties. The study found that both the developers and deliverers understand the direct relationship between reading gains and motivation as well as identifying the appropriate tools, and engage in both asset-based and deficit-based language in appropriate rhetorical contexts.