Showing posts with label ELA Methods. Show all posts
Showing posts with label ELA Methods. Show all posts
Thursday, October 04, 2018
Sunday, June 03, 2018
Frayer Model vs. Teacher Sentence and Their Meaning and Effective in Teaching Vocabulary
Wang, S.(2016). Frayer Model vs. Teacher Sentence and Their Meaning and Effective in Teaching Vocabulary Unpublished manuscript, SUNY College at Buffalo, Buffalo, NY.
Discovering What Kind of Books Motivate Us to Read and Write
Barnes, B. (2013). Discovering What Kind of Books Motivate Us to Read and Write Unpublished manuscript, SUNY College at Buffalo, Buffalo, NY.
The Effects of Reader's Theater
Prynn, M. (2013). The Effects of Reader's Theater Unpublished manuscript, SUNY College at Buffalo, Buffalo, NY.
A Glimpse into Reading Motivation- Why Doesn’t a Third-Grade Student Want to Read?
B., A. (2013). A Glimpse into Reading Motivation- Why Doesn’t a Third-Grade Student Want to Read? Unpublished manuscript, SUNY College at Buffalo, Buffalo, NY.
Link to Manuscript
Investigating Students’ Use of Reading Strategies at Home
Silver, S. (2014). Investigating Students’ Use of Reading Strategies at Home Unpublished manuscript, SUNY College at Buffalo, Buffalo, NY.
Hip-Hop in Elementary Schools: Are We Really Listening Teachers?
Valenta, S. (2013). Hip-Hop in Elementary Schools: Are We Really Listening Teachers? Unpublished manuscript, SUNY College at Buffalo, Buffalo, NY.
Friday, May 18, 2018
Writing Resources to Help With Teaching
Adoniou, M. (2013). Drawing to support writing development in English language learners. Language and Education, 27(3), 261–277.
Aguirre-Muñoz, Z., Park, J.-E., Amabisca, A., & Boscardin, C. K. (2009). Developing Teacher Capacity for Serving ELLs’ Writing Instructional Needs: A Case for Systemic Functional Linguistics. Bilingual Research Journal, 31(1–2), 295–322.
Beason, L. (1993). Feedback and revision in writing across the curriculum classes. Research in the Teaching of English, 27(4), 395–422.
Bostiga, S. E., Cantin, M. L., Fontana, C. V., & Casa, T. M. (2016). Moving Math in the Write Direction: Reflect and Discuss. Teaching Children Mathematics, 22(9), 546.
Calkins, L. (1994). The art of teaching writing. Portsmouth, N.H. : Heinemann, 1994.
Calkins, L. M. . (1980). Children’s Rewriting Strategies. Research in the Teaching of English, 14(4), 331–341.
Calkins, L. M. . (1986). The Art of Teaching Writing. Heinemann Educational Books Inc., 70 Court St., Portsmouth, NH 03801 ($16.00).
Chase, M. (2012). Revision Process and Practice: A Kindergarten Experience. Language Arts, 89(3), 166–178.
Coombs, D., & Goodwin, K. (2013). Give them something to talk about: the role of dialogue in mentoring relationships. English Journal, 102(3), 58.
Culham, R. (2003). 6+ 1 traits of writing: The complete guide grades 3 and up. Scholastic Inc.
De La Paz, S., Swanson, P. N., & Graham, S. (1998). The contribution of executive control to the revising by students with writing and learning difficulties. Journal of Educational Psychology, 90(3), 448–460.
Dennis, L., & Votteler, N. (2013). Preschool Teachers and Children’s Emergent Writing: Supporting Diverse Learners. Early Childhood Education Journal, 41(6), 439–446.
Drexler, W., Dawson, K., & Ferdig, R. E. (2007). Collaborative blogging as a means to develop elementary expository writing skills. Electronic Journal for the Integration of Technology in Education, 6, 140–160.
Edmister, E., Staples, A., Huber, B., & Garrett, J. W. (2013). Creating Writing Opportunities for Young Children. Young Exceptional Children, 16(3), 24–35.
Elbow, P. (1997). High stakes and low stakes in assigning and responding to writing. New Directions for Teaching and Learning, 1997(69), 5–13.
Florio, S., & Clark, C. M. (1982). The functions of writing in an elementary classroom. Research in the Teaching of English, 16(2), 115–130.
Fulwiler, T. (1997). Writing back and forth: Class letters. New Directions for Teaching and Learning, 1997(69), 15–25.
Gallagher, C., & Lee, A. (2008). Teaching Writing That Matters: Tools and Projects That Motivate Adolescent Writers. New York: Scholastic Teaching Resources.
Gere, A. R., & Abbott, R. D. (1985). Talking about writing: The language of writing groups. Research in the Teaching of English, 362–385.
Gilbert, J., & Graham, S. (2010). Teaching Writing to Elementary Students in Grades 4–6: A National Survey. The Elementary School Journal, 110(4), 494–518.
Graham, S., Bollinger, A., Olson, C. B., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058. What Works Clearinghouse.
Graham, S., Capizzi, A., Harris, K., Hebert, M., & Morphy, P. (2014). Teaching writing to middle school students: a national survey. Reading and Writing, 27(6), 1015–1042.
Graham, S., & Perin, D. (2007a). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–476.
Graham, S., & Perin, D. (2007b). Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. A Report to Carnegie Corporation of New York. Alliance for Excellent Education.
Hackney, S., & Newman, B. (2013). Using the Rhetorical Situation to Inform Literacy Instruction and Assessment across the Disciplines. English Journal, 103(1), 60.
Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom. New York : Guilford Publications, Inc., 2012.
Harris, M. (1995). Talking in the Middle: Why Writers Need Writing Tutors. College English, 57(1), 27.
Hessler, T., Konrad, M., & Alber-Morgan, S. (2009). Assess Student Writing. Intervention in School and Clinic, 45(1), 68–71.
Holston, V., & Santa, C. (1985). RAFT: A Method of Writing across the Curriculum That Works. Journal of Reading, 28(5), 456–457.
Horn, M. (2005). Listening to Nysia: Storytelling as a Way into Writing in Kindergarten. Language Arts [H.W. Wilson - EDUC], 83(1), 33.
Hunter, J. D., & Caraway, H. J. (2014). Urban Youth Use Twitter to Transform Learning and Engagement. The English Journal, 103(4), 76–83.
Jacobson, L. T., & Reid, R. (2010). Improving the persuasive essay writing of high school students with ADHD. Exceptional Children, 76(2), 157–175.
Jacobson, L. T., & Reid, R. (2012). Improving the Writing Performance of High School Students with Attention Deficit/Hyperactivity Disorder and Writing Difficulties. Exceptionality, 20(4), 218–234.
Kail, S. R. (2008). Vocabulary Instruction Goes “Old School.” The English Journal, 97(4), 62–67.
Kiuhara, S. A., Graham, S., & Hawken, L. S. (2009). Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101(1), 136–160.
Lawrence, J. F., Galloway, E. P., Yim, S., & Lin, A. (2013). Learning to Write in Middle School? Journal of Adolescent & Adult Literacy, 57(2), 151–161.
Lee, J. (2013). Can Writing Attitudes and Learning Behavior Overcome Gender Difference in Writing? Evidence From NAEP. Written Communication, 30(2), 164–193.
Leverenz, C. S. (2014). Design thinking and the wicked problem of teaching writing. Computers and Composition, 33, 1–12.
Lewison, M., & Heffernan, L. (2008). Rewriting Writers Workshop: Creating Safe Spaces for Disruptive Stories. Research in the Teaching of English, 42(4), 435–465.
Limpo, T., Alves, R. A., & Fidalgo, R. (2014). Children’s high-level writing skills: Development of planning and revising and their contribution to writing quality. British Journal of Educational Psychology, 84(2), 177–193.
Monroe, B. W., & Troia, G. A. (2006). Teaching Writing Strategies to Middle School Students with Disabilities. The Journal of Educational Research, 100(1), 21–33.
Morgan, D. N. (2012). Teaching Writers through a Unit of Study Approach. Voices from the Middle, 19(3), 32.
Myhill, D. A., Jones, S. M., Lines, H., & Watson, A. (2012). Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27(2), 139–166.
Norton, P. (2013). Using concept mapping as a strategy to improve essay structure. Literacy Learning: The Middle Years, 21(1), i–xi.
Pajares, F., & Johnson, M. J. (1994). Confidence and competence in writing: The role of self-efficacy, outcome expectancy, and apprehension. Research in the Teaching of English, 28(3), 313–331.
Pifarré, M., & Kleine Staarman, J. (2011). Wiki-supported collaborative learning in primary education: How a dialogic space is created for thinking together. International Journal of Computer-Supported Collaborative Learning, 1–19.
Porter, R., Guarienti, K., Brydon, B., Robb, J., Royston, A., Painter, H., … Smith, M. H. (2010). Writing better lab reports: a teacher research project to improve the quality of students’ writing. The Science Teacher, 77(1), 43.
Rael, P. (2005). What Happened and Why? Helping Students Read and Write Like Historians. The History Teacher, 39(1), 23–32.
Rose, D., & Meyer, A. (2002). Chapter 6: Using UDL to Support Every Student’s Learning. In Teaching Every Student in the Digital Age: Universal Design for Learning. 1703 N. Beauregard St., Alexandria, VA: Association for Supervision and Curriculum Development,. Retrieved from http://cast.org/teachingeverystudent/ideas/tes/chapter6.cfm
Saddler, B., Moran, S., Graham, S., & Harris, K. R. (2004). Preventing Writing Difficulties: The Effects of Planning Strategy Instruction on the Writing Performance of Struggling Writers. Exceptionality, 12(1), 3–17.
Sargent, M. E. (1997). Peer response to low stakes writing in a WAC literature classroom. New Directions for Teaching and Learning, 1997(69), 41–52.
Shoudong FengPowers, K. (2005). The Short- and Long-Term Effect of Explicit Grammar Instruction on Fifth Graders’ Writing. Reading Improvement, 42(2), 67–72.
Simmerman, S., Harward, S., Pierce, L., & Peterson, N. (2012). Elementary Teachers’ Perceptions of Process Writing. Literacy Research and Instruction, 51(4), 292.
Sjoberg, C. A., Slavitt, D., & Coon, T. (2004). Improving Writing Prompts to Improve Student Reflection. Mathematics Teaching in the Middle School [H.W. Wilson - EDUC], 9(9), 490.
Sorcinelli, M. D., & Elbow, P. (1997). Writing to learn (Vol. no. 69). San Francisco, Calif. : Jossey-Bass, c1997.
Stevens, R. J., & Slavin, R. E. (1995). Effects of a cooperative learning approach in reading and writing on academically handicapped and nonhandicapped students. The Elementary School Journal, 95(3), 241–262.
Wilhelm, J. (2012). What Must Be Taught about Writing: Five Kinds of Knowledge and Five Kinds of Composing. Voices from the Middle, 19(3), 50.
Woo, M., Chu, S., Ho, A., & Li, X. (2011). Using a wiki to scaffold primary-school students’ collaborative writing. Educational Technology & Society, 14(1), 43.
Zinsser, W. (2013). Writing to Learn: How to Write - and Think - Clearly About Any Subject at All. Harper Paperbacks.
ELA References for Developing Literacy with Literature
Baumann, J. F. (1984). The Effectiveness of a Direct Instruction Paradigm for Teaching Main Idea Comprehension. Reading Research Quarterly, 20(1), 93–115
Beck, I. L., & others. (n.d.). McKeown, MG (1981). Developing questions that promote comprehension: The story map. Language Arts, 58, 913–918.
Bereiter, C., & Bird, M. (1985). Use of Thinking Aloud in Identification and Teaching of Reading Comprehension Strategies. Cognition and Instruction, 2(2), 131–156.
Carlson, E., Jenkins, F., Li, T., & Brownell, M. (2013). The Interactions of Vocabulary, Phonemic Awareness, Decoding, and Reading Comprehension. The Journal of Educational Research, 106(2), 120–131.
Cazden, C., Cope, B., Fairclough, N., Gee, J., Kalantzis, M., Kress, G., … Nakata, M. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.
Chen, H. C., & Graves, M. F. (1995). Effects of previewing and providing background knowledge on Taiwanese college students’ comprehension of American short stories. Tesol Quarterly, 29(4), 663–686.
Christ, T., Wang, X. C., & Chiu, M. M. (2010). Using story dictation to support young children’s vocabulary development: Outcomes and process. Early Childhood Research Quarterly.
Comprehension | Target the Problem! | Helping Struggling Readers | Reading Rockets. (n.d.). Reading Rockets. Retrieved from http://www.readingrockets.org/helping/target/comprehension/
Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Stenhouse Pub.
Day, R. R., & Park, J. (2005). Developing reading comprehension questions. Reading in a Foreign Language, 17(1), 60–73.
Drexler, W., Dawson, K., & Ferdig, R. E. (2007). Collaborative blogging as a means to develop elementary expository writing skills. Electronic Journal for the Integration of Technology in Education, 6, 140–160.
Edyburn, D. L. (n.d.). Reading difficulties in the general education classroom: A taxonomy of text modification. Retrieved from http://www.paec.org/fdlrstech/summerinstitute/fdlrs2004/edyburn/pdfs/readingdifficulties.pdf
Eeds, M., & Cockrum, W. A. (1985). Teaching word meanings by expanding schemata vs. dictionary work vs. reading in context. Journal of Reading, 28(6), 492–497.
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading research quarterly, 36(3), 250–287.
Fluency | Helping Struggling Readers | Reading Rockets. (n.d.). Reading Rockets. Retrieved from http://www.readingrockets.org/helping/target/fluency/
Fountas, I. C., & Pinnell, G. S. (2001). Guided Reading.
Fuchs, D., & Fuchs, L. S. (2006). Introduction to Response to Intervention: What, Why, and How Valid Is It? Reading Research Quarterly, 41(1), 93–99. doi:10.2307/4151803
Gallas, K. (2001). “ Look, Karen, I’m Running like Jell-O”: Imagination as a Question, a Topic, a Tool for Literacy Research and Learning. Research in the Teaching of English, 35(4), 457–492.
Gallas, K., Anton-Oldenburg, M., Ballenger, C., & Beseler, C. (1996). Focus on research: Talking the talk and walking the walk: Researching oral language in the classroom. Language Arts, 73(8), 608.
Gere, A. R., & Abbott, R. D. (1985). Talking about writing: The language of writing groups. Research in the Teaching of English, 362–385.
Geva, E., & Wang, M. (2001). 11. THE DEVELOPMENT OF BASIC READING SKILLS IN CHILDREN: A CROSS-LANGUAGE PERSPECTIVE. Annual Review of Applied Linguistics, 21, 182–204.
Graves, D. H. (1975). An examination of the writing processes of seven year old children. Research in the Teaching of English, 9(3), 227–241.
Graves, M. F., & Palmer, R. J. (1981). Validating previewing as a method of improving fifth and sixth grade students’ comprehension of short stories. Michigan Reading Journal, 15, 1–3.
Helfeldt, J. P., & Lalik, R. (1976). Reciprocal student-teacher questioning. The Reading Teacher, 30(3), 283–287.
Hiebert, E. H., & Kamil, M. L. (2005). Teaching and learning vocabulary: Bringing research to practice. Lawrence Erlbaum.
Johnston, F. R. (2001). Exploring classroom teachers’ spelling practices and beliefs. Reading Research and Instruction, 40(2), 143–156.
Joshi, R. M., & Aaron, P. G. (2000). The component model of reading: Simple view of reading made a little more complex. Reading Psychology, 21(2), 85–97.
Mathes, P. G., Fuchs, D., & Fuchs, L. S. (1997). Cooperative Story Mapping. Remedial and Special Education, 18(1), 20–27.
McVee, M. B. (2004). Narrative and the exploration of culture in teachers’ discussions of literacy, identity, self, and other. Teaching and Teacher education, 20(8), 881–899.
Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Stenhouse Pub.
Moats, L. C. (1999). Teaching reading is rocket science. Washington, DC: American Federation of Teachers. Retrieved from https://mail.uwsuper.edu/acaddept/edl/ted/publications/upload/MSE-Rdg-Newsltr.pdf
NCTE / IRA Standards for the English Language Arts. (n.d.). Retrieved March 6, 2013, from http://www.ncte.org/standards/ncte-ira
Newmann, F. M., Bryk, A. S., & Nagaoka, J. K. (2001). Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence? Consortium on Chicago School Research.
Newmann, F., & Wehlage, G. (n.d.). Five Standards of Authentic Instruction // Fred M. Newmann and Gary G. Wehlage. Retrieved September 16, 2009, from
http://pdonline.ascd.org/pd_online/diffinstr/el199304_newmann.html
Nystrand, M., Gamoran, A., & Heck, M. J. (1993). Using small groups for response to and thinking about literature. The English Journal, 82(1), 14–22.
Ohler, J. (2006). The world of digital storytelling. Educational leadership, 63(4), 44–47.
Oliver, K. (2009). An Investigation of Concept Mapping to Improve the Reading Comprehension of Science Texts. Journal of Science Education and Technology, 18(5), 402–414.
Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction, 1(2), 117–175.
Paterson, W., Henry, J. J., O’quin, K., Ceprano, M., & Blue, E. (2003). Investigating the effectiveness of an integrated learning system on early emergent readers. Reading Research Quarterly, 38(2), 172–207.
Peebles, J. L. (2007). Incorporating movement with fluency instruction: A motivation for struggling readers. The Reading Teacher, 60(6), 578–581.
Pelletier, J., Reeve, R., & Halewood, C. (2006). Young children’s knowledge building and literacy development through Knowledge Forum®. Early Education and Development, 17(3), 323–346.
Phonological and Phonemic Awareness | Target the Problem! | Helping Struggling Readers | Reading Rockets. (n.d.). Reading Rockets. Retrieved from http://www.readingrockets.org/helping/target/phonologicalphonemic/
Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510–519.
Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy sciences, 4(2), 155–169.
Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Association for Supervision and Curriculum Development, 1703 N. Beauregard St., Alexandria, VA 22311-1714
Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011). Effective programs for struggling readers: A best-evidence synthesis. Educational Research Review, 6(1), 1–26.
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special Education, 25(4), 252.
Tyler, B. J., & Chard, D. J. (2000). Focus on Inclusion: Using Readers Theatre to foster fluency in struggling readers: A twist on the repeated reading strategy. Reading and Writing Quarterly, 16(2), 163–168.
Valencia, S. W., & Buly, M. R. (2004). Behind test scores: What struggling readers really need. Reading Teacher, 57(6), 520–533.
Vocabulary | Target the Problem! | Helping Struggling Readers | Reading Rockets. (n.d.). Reading Rockets. Retrieved from http://www.readingrockets.org/helping/target/vocabulary/
Wells, L. (2006). Blog it: an innovative way to improve literacy. Reading Today, 24(1), 40.
Wells, L., Coulter, P., Draper, L., Lachman, A. L., MacBride, R., Dawson, K., … others. (2007). BLOG IT: AN INNOVATIVE WAY TO IMPROVE LITERACY. Journal of Adolescent & Adult Literacy, 51(2).
Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Association for Supervision & Curriculum Development.
Woolley, D. G. (2011). Reading Comprehension. In Reading Comprehension (pp. 15–34). Springer Netherlands. Retrieved from http://link.springer.com/chapter/10.1007/978-94-007-1174-7_2
Word Decoding and Phonics | Helping Struggling Readers | Reading Rockets. (n.d.). Reading Rockets. Retrieved from http://www.readingrockets.org/helping/target/phonics/
Writing Now: A Policy Brief produced by the National Council of Teachers of English. (n.d.). Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/WrtgResearchBrief.pdf
Beck, I. L., & others. (n.d.). McKeown, MG (1981). Developing questions that promote comprehension: The story map. Language Arts, 58, 913–918.
Bereiter, C., & Bird, M. (1985). Use of Thinking Aloud in Identification and Teaching of Reading Comprehension Strategies. Cognition and Instruction, 2(2), 131–156.
Carlson, E., Jenkins, F., Li, T., & Brownell, M. (2013). The Interactions of Vocabulary, Phonemic Awareness, Decoding, and Reading Comprehension. The Journal of Educational Research, 106(2), 120–131.
Cazden, C., Cope, B., Fairclough, N., Gee, J., Kalantzis, M., Kress, G., … Nakata, M. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.
Chen, H. C., & Graves, M. F. (1995). Effects of previewing and providing background knowledge on Taiwanese college students’ comprehension of American short stories. Tesol Quarterly, 29(4), 663–686.
Christ, T., Wang, X. C., & Chiu, M. M. (2010). Using story dictation to support young children’s vocabulary development: Outcomes and process. Early Childhood Research Quarterly.
Comprehension | Target the Problem! | Helping Struggling Readers | Reading Rockets. (n.d.). Reading Rockets. Retrieved from http://www.readingrockets.org/helping/target/comprehension/
Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Stenhouse Pub.
Day, R. R., & Park, J. (2005). Developing reading comprehension questions. Reading in a Foreign Language, 17(1), 60–73.
Drexler, W., Dawson, K., & Ferdig, R. E. (2007). Collaborative blogging as a means to develop elementary expository writing skills. Electronic Journal for the Integration of Technology in Education, 6, 140–160.
Edyburn, D. L. (n.d.). Reading difficulties in the general education classroom: A taxonomy of text modification. Retrieved from http://www.paec.org/fdlrstech/summerinstitute/fdlrs2004/edyburn/pdfs/readingdifficulties.pdf
Eeds, M., & Cockrum, W. A. (1985). Teaching word meanings by expanding schemata vs. dictionary work vs. reading in context. Journal of Reading, 28(6), 492–497.
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading research quarterly, 36(3), 250–287.
Fluency | Helping Struggling Readers | Reading Rockets. (n.d.). Reading Rockets. Retrieved from http://www.readingrockets.org/helping/target/fluency/
Fountas, I. C., & Pinnell, G. S. (2001). Guided Reading.
Fuchs, D., & Fuchs, L. S. (2006). Introduction to Response to Intervention: What, Why, and How Valid Is It? Reading Research Quarterly, 41(1), 93–99. doi:10.2307/4151803
Gallas, K. (2001). “ Look, Karen, I’m Running like Jell-O”: Imagination as a Question, a Topic, a Tool for Literacy Research and Learning. Research in the Teaching of English, 35(4), 457–492.
Gallas, K., Anton-Oldenburg, M., Ballenger, C., & Beseler, C. (1996). Focus on research: Talking the talk and walking the walk: Researching oral language in the classroom. Language Arts, 73(8), 608.
Gere, A. R., & Abbott, R. D. (1985). Talking about writing: The language of writing groups. Research in the Teaching of English, 362–385.
Geva, E., & Wang, M. (2001). 11. THE DEVELOPMENT OF BASIC READING SKILLS IN CHILDREN: A CROSS-LANGUAGE PERSPECTIVE. Annual Review of Applied Linguistics, 21, 182–204.
Graves, D. H. (1975). An examination of the writing processes of seven year old children. Research in the Teaching of English, 9(3), 227–241.
Graves, M. F., & Palmer, R. J. (1981). Validating previewing as a method of improving fifth and sixth grade students’ comprehension of short stories. Michigan Reading Journal, 15, 1–3.
Helfeldt, J. P., & Lalik, R. (1976). Reciprocal student-teacher questioning. The Reading Teacher, 30(3), 283–287.
Hiebert, E. H., & Kamil, M. L. (2005). Teaching and learning vocabulary: Bringing research to practice. Lawrence Erlbaum.
Johnston, F. R. (2001). Exploring classroom teachers’ spelling practices and beliefs. Reading Research and Instruction, 40(2), 143–156.
Joshi, R. M., & Aaron, P. G. (2000). The component model of reading: Simple view of reading made a little more complex. Reading Psychology, 21(2), 85–97.
Mathes, P. G., Fuchs, D., & Fuchs, L. S. (1997). Cooperative Story Mapping. Remedial and Special Education, 18(1), 20–27.
McVee, M. B. (2004). Narrative and the exploration of culture in teachers’ discussions of literacy, identity, self, and other. Teaching and Teacher education, 20(8), 881–899.
Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Stenhouse Pub.
Moats, L. C. (1999). Teaching reading is rocket science. Washington, DC: American Federation of Teachers. Retrieved from https://mail.uwsuper.edu/acaddept/edl/ted/publications/upload/MSE-Rdg-Newsltr.pdf
NCTE / IRA Standards for the English Language Arts. (n.d.). Retrieved March 6, 2013, from http://www.ncte.org/standards/ncte-ira
Newmann, F. M., Bryk, A. S., & Nagaoka, J. K. (2001). Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence? Consortium on Chicago School Research.
Newmann, F., & Wehlage, G. (n.d.). Five Standards of Authentic Instruction // Fred M. Newmann and Gary G. Wehlage. Retrieved September 16, 2009, from
http://pdonline.ascd.org/pd_online/diffinstr/el199304_newmann.html
Nystrand, M., Gamoran, A., & Heck, M. J. (1993). Using small groups for response to and thinking about literature. The English Journal, 82(1), 14–22.
Ohler, J. (2006). The world of digital storytelling. Educational leadership, 63(4), 44–47.
Oliver, K. (2009). An Investigation of Concept Mapping to Improve the Reading Comprehension of Science Texts. Journal of Science Education and Technology, 18(5), 402–414.
Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction, 1(2), 117–175.
Paterson, W., Henry, J. J., O’quin, K., Ceprano, M., & Blue, E. (2003). Investigating the effectiveness of an integrated learning system on early emergent readers. Reading Research Quarterly, 38(2), 172–207.
Peebles, J. L. (2007). Incorporating movement with fluency instruction: A motivation for struggling readers. The Reading Teacher, 60(6), 578–581.
Pelletier, J., Reeve, R., & Halewood, C. (2006). Young children’s knowledge building and literacy development through Knowledge Forum®. Early Education and Development, 17(3), 323–346.
Phonological and Phonemic Awareness | Target the Problem! | Helping Struggling Readers | Reading Rockets. (n.d.). Reading Rockets. Retrieved from http://www.readingrockets.org/helping/target/phonologicalphonemic/
Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510–519.
Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy sciences, 4(2), 155–169.
Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Association for Supervision and Curriculum Development, 1703 N. Beauregard St., Alexandria, VA 22311-1714
Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011). Effective programs for struggling readers: A best-evidence synthesis. Educational Research Review, 6(1), 1–26.
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Monday, April 23, 2018
On-line or On-paper? A study of the Perspectives of Grade 4 Students about Completing Writing Assignments on a Computer and on Paper
On-line or On-paper? A study of the Perspectives of Grade 4 Students about Completing Writing Assignments on a Computer and on Paper
Mackenzie, S. (2018). On-line or On-paper? A study of the Perspectives of Grade 4 Students about Completing Writing Assignments on a Computer and on Paper Unpublished manuscript, SUNY College at Buffalo, Buffalo, NY.
Mackenzie, S. (2018). On-line or On-paper? A study of the Perspectives of Grade 4 Students about Completing Writing Assignments on a Computer and on Paper Unpublished manuscript, SUNY College at Buffalo, Buffalo, NY.
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