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The Reading Teacher, ISSN 0034-0561, 07/2019, Volume 73, Issue 1, pp. 39 - 50
As reasons to promote the inclusion of graphic novels in the curriculum expand, many teachers have yet to incorporate graphic novels into their teaching... 
4‐Adolescence | 3‐Early adolescence | Comprehension monitoring < Comprehension | Text features, text structure < Comprehension | Imagery, visualizing < Comprehension | Reading strategies < Strategies, methods, and materials | 2‐Childhood | Instructional strategies; methods and materials | Making inferences < Comprehension | Depth of (higher level, literal level, etc.) < Comprehension | Sociocultural < Theoretical perspectives | 7‐Special needs | 5‐College/university students | Transactional < Theoretical perspectives | Theoretical perspectives | Teacher education; professional development | New literacies < Digital/media literacies | Comprehension | Digital/media literacies | Sociocognitive < Theoretical perspectives | 6‐Adult | Visual literacy < Digital/media literacies | Preservice < Teacher education, professional development | In‐service < Teacher education, professional development | Instructional strategies, teaching strategies < Strategies, methods, and materials | Specific media (hypertext, Internet, film, music, etc.) < Digital/media literacies | 3-Early adolescence | In-service < Teacher education, professional development | 7-Special needs | 5-College/university students | 6-Adult | 2-Childhood | 4-Adolescence | In-service < Teacher education | methods and materials | Sociocognitive < Theoretical perspectives | Depth of (higher level | Making inferences < Comprehension | media literacies | methods | Digital | 5-College | university students | New literacies < Digital | music | etc | LITERACY | text structure < Comprehension | Reading strategies < Strategies | visualizing < Comprehension | INSTRUCTION | Specific media (hypertext | Instructional strategies | WORDS | Comprehension monitoring < Comprehension | film | Sociocultural < Theoretical perspectives | Imagery | professional development | Transactional < Theoretical perspectives | EDUCATION & EDUCATIONAL RESEARCH | literal level | teaching strategies < Strategies | and materials | Visual literacy < Digital | Teacher education | Text features | Internet | Preservice < Teacher education | Vocabulary Development | Teacher Educators | Reading Instruction | Novels | Visual Literacy | Teaching Methods | Preservice Teacher Education | Preservice Teachers | Cartoons | Reading teachers | Appreciation | Educational research | Study and teaching | Graphic novels | Methods | Visual education
Journal Article
Reading Research Quarterly, ISSN 0034-0553, 10/2014, Volume 49, Issue 4, pp. 387 - 416
We investigated the roles of classroom supports for multiple motivations and engagement in students' informational text comprehension, motivation, and... 
Civil wars | Teachers | Reading instruction | Student motivation | Motivation | Reading motivation | Motivation research | Reading comprehension | Adolescents | Literacy | Depth of (higher level, literal level, etc.) | Developmental | Instructional models | Evidence‐based | Assessment | Reading strategies | Experimental, quasi‐experimental | Scientific | Schema theory | Early adolescence | Outcomes | Constructivism | Aliteracy | Choice, preference | Interest | Self‐efficacy | Informational text | Information literacy | Text features, text structure | Nonfiction | Cognitive | Content analyses | Affective influences | Summarizing | Theoretical perspectives | Making inferences | Thematic units | Adolescent/young adult literature | Field work | Instructional strategies, teaching strategies | Persistence | Fluency | Criterion referenced | Digital/media literacies | Specific subject areas (math, art, etc.) | Text types, text features | Intrinsic | Structural analysis | Experimental, quasi-experimental | Self-efficacy | Evidence-based | EDUCATION & EDUCATIONAL RESEARCH | ACHIEVEMENT | CHOICE | INSTRUCTION | PREDICTORS | STRATEGY | KNOWLEDGE | BELIEFS | LITERACY | VALUES | GOALS | PSYCHOLOGY, EDUCATIONAL | student participation | psycholinguistics | adolescents | reading comprehension | motivation | regression analysis | reading | language | Reading teachers | Comparative analysis
Journal Article
Journal Article
The Reading Teacher, ISSN 0034-0561, 09/2017, Volume 71, Issue 2, pp. 199 - 208
Many professionals, including members of the International Literacy Association, are concerned with the lack of reading materials in classrooms across the... 
English as a second language | Instructional strategies; methods, and materials | Comprehension | Metacognition < Comprehension | Summarizing < Comprehension | English language learners | 2‐Childhood | Predicting < Comprehension | Prior knowledge < Comprehension | Fluency | English for speakers of other languages < Language learners | Making inferences < Comprehension | Motivation/engagement | Depth of (higher level, literal level, etc.) < Comprehension | Supplementary resources < Strategies, methods, and materials | Retelling < Comprehension | Selection criteria < Literature | Multicultural literature | English learners | 2-Childhood | engagement | methods | Depth of (higher level | Making inferences < Comprehension | Retelling < Comprehension | Prior knowledge < Comprehension | AFRICA | Metacognition < Comprehension | Motivation | etc | Summarizing < Comprehension | Instructional strategies | English for speakers of other languages < Language learners | SCHOOL READINESS | STUDENTS | CHILDREN | LITERACY INSTRUCTION | EDUCATION & EDUCATIONAL RESEARCH | Supplementary resources < Strategies | and materials | literal level | Predicting < Comprehension | Selection criteria < Literature | Culturally Relevant Education | Childrens Literature | Learner Engagement | Reading Materials | Foreign Countries | Reading Material Selection | Reading teachers | Literacy programs | Methods
Journal Article
The Reading Teacher, ISSN 0034-0561, 03/2019, Volume 72, Issue 5, pp. 559 - 568
Children's literature text sets can be powerful tools for teaching students about diversity and literacy, engaging students in authentic purposes for literacy... 
English as a second language | Literature | Instructional strategies | 3‐Early adolescence | Comprehension | Imagery | Information processing < Comprehension | English language learners | 2‐Childhood | Literature‐based instruction < Literature | Thematic units < Literature | Instructional strategies; methods and materials | English for speakers of other languages < Language learners | Depth of (higher level, literal level, etc.) < Comprehension | Specific subject areas (math, art, etc.) < Content literacy | teaching strategies < Strategies, methods, and materials | Content literacy | visualizing < Comprehension | Supplementary resources < Strategies, methods, and materials | Children's literature | Multicultural literature | Case study < Research methodology | Listening < Comprehension | English learners | Literature-based instruction < Literature | 3-Early adolescence | 2-Childhood | methods and materials | Depth of (higher level | Literature-based instruction < Literature | methods | Thematic units < Literature | etc | visualizing < Comprehension | art | Specific subject areas (math | Case study < Research methodology | Listening < Comprehension | English for speakers of other languages < Language learners | EDUCATION & EDUCATIONAL RESEARCH | Information processing < Comprehension | Supplementary resources < Strategies | literal level | teaching strategies < Strategies | and materials | Muslims | Empathy | Critical Thinking | Fear | Social Action | Islam | Social Bias | Reading Comprehension | Childrens Literature | Student Projects | Letters (Correspondence) | Teaching Methods | Critical Literacy | Cultural Awareness | Islamophobia | Social aspects | Educational aspects
Journal Article
Reading Research Quarterly, ISSN 0034-0553, 1/2014, Volume 49, Issue 1, pp. 31 - 60
The primary aim of this study was to explore the relationship between teachers' instruction and students' vocabulary and comprehension in grades 3-5. The... 
Language comprehension | Vocabulary | Observational research | Language teachers | Reading instruction | Teachers | Pedagogy | Reading comprehension | Classroom observations | Bilingual students | Depth of (higher level, literal level, etc.) | Imagery, visualizing | Predicting | Summarizing | General vocabulary | Language learners | Comprehension monitoring | Making inferences | Struggling learners | Decoding | Comprehension | Fluency | Text features, text structure | Morphology | Context clues | Childhood | To learners in which of the following categories does your work apply? | Questioning | English language learners, English learners, English as a second language, English for speakers of other languages | CLASSROOM INSTRUCTION | English as a second language | READING-COMPREHENSION | Depth of (higher level | UPPER ELEMENTARY | WORD KNOWLEDGE | etc | DISCOURSE | GROWTH | English learners | text structure | English for speakers of other languages | SKILLS | visualizing | Imagery | English language learners | X INSTRUCTION | PSYCHOLOGY, EDUCATIONAL | CHILDREN | EDUCATION & EDUCATIONAL RESEARCH | literal level | Text features | schoolchildren | vocabulary acquisition | psycholinguistics | development of language | reading comprehension | language | bilingualism | Grade 3 | Grade 4 | Grade 5 | Teaching Models | Incidence | English | English Instruction | Instructional Effectiveness | Bilingual Students | Monolingualism | Spanish | Teaching Methods | Achievement Gains | Classroom Observation Techniques | Classroom management | Comparative analysis | Competence and performance (Linguistics)
Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 03/2019, Volume 62, Issue 5, pp. 551 - 560
Many teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in... 
4‐Adolescence | Questioning < Comprehension | Reading strategies < Strategies, methods, and materials | 3‐Early adolescence | Making inferences < Comprehension | Thematic units < Literature | Text types | Prior knowledge < Comprehension | Interest < Motivation/engagement | Depth of (higher level, literal level, etc.) < Comprehension | Nonfiction | text structure < Comprehension | Strategies, methods, and materials | Literature | Informational text < Strategies, methods, and materials | Instructional strategies | Instructional intervention < Struggling learners | Struggling learners | Comprehension | teaching strategies < Strategies, methods, and materials | Discussion strategies < Strategies, methods, and materials | Motivation/engagement | Content literacy | Text features | text features < Content literacy | Fiction | 3-Early adolescence | 4-Adolescence | engagement | READING-COMPREHENSION | Depth of (higher level | methods | STUDENT | Motivation | etc | Informational text < Strategies | COMPLEXITY | Interest < Motivation | MIDDLE | FLUENCY | ALOUDS | Reading strategies < Strategies | INSTRUCTION | EDUCATION & EDUCATIONAL RESEARCH | literal level | and materials | teaching strategies < Strategies | ADOLESCENTS | GRADES | Strategies | Discussion strategies < Strategies | Research | Reading processes | Reading comprehension | Educational research | Reading materials | Graphic novels | Teachers | Reading instruction | Reading deficiencies
Journal Article
The Reading Teacher, ISSN 0034-0561, 07/2019, Volume 73, Issue 1, pp. 75 - 83
Journal Article