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READING TEACHER, ISSN 0034-0561, 07/2017, Volume 71, Issue 1, pp. 71 - 82
Journal Article
The Reading Teacher, ISSN 0034-0561, 07/2019, Volume 73, Issue 1, pp. 103 - 110
Writer's checklists are evidence‐based procedural facilitators that prompt students to actively engage in the writing process. Students with diverse learning... 
3‐Early adolescence | Metacognitive strategies < Strategies, methods, and materials | Genres < Writing | Writing strategies < Strategies, methods, and materials | Writer's workshop < Writing | Struggling learners | Text features, text structure < Comprehension | Remediation < Struggling learners | Informational text < Strategies, methods, and materials | Learning strategies < Strategies, methods, and materials | Audience < Writing | 2‐Childhood | Purpose < Writing | Instructional intervention < Struggling learners | Expectations < Motivation/engagement | Instructional strategies; methods and materials | Motivation/engagement | Writing process < Writing | Text types, text features < Content literacy | Supplementary resources < Strategies, methods, and materials | Writing | 7‐Special needs | Instructional strategies, teaching strategies < Strategies, methods, and materials | 3-Early adolescence | 7-Special needs | 2-Childhood | methods and materials | Purpose < Writing | engagement | methods | Text types | Motivation | Informational text < Strategies | Audience < Writing | text structure < Comprehension | Metacognitive strategies < Strategies | Instructional strategies | Instructional intervention < Struggling learners | Writing process < Writing | Learning strategies < Strategies | Expectations < Motivation | Writing strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | Supplementary resources < Strategies | and materials | teaching strategies < Strategies | Remediation < Struggling learners | Genres < Writing | Writer's workshop < Writing | Text features | text features < Content literacy | Cues | Revision (Written Composition) | Writing Difficulties | Scaffolding (Teaching Technique) | Check Lists | Writing Instruction | Metacognition | Editing | Writing Processes | Goal Orientation | Teaching Methods | Short Term Memory | Study and teaching | Composition (Language arts) | Scaffolding (Education) | Methods | Educational research
Journal Article
The Reading Teacher, ISSN 0034-0561, 05/2019, Volume 72, Issue 6, pp. 701 - 710
Although many students spend a considerable amount of time online, teachers cannot assume that students have the skills necessary for online reading and... 
4‐Adolescence | Choice | 3‐Early adolescence | Writing to learn < Writing | Instructional models < Strategies, methods, and materials | Learning strategies < Strategies, methods, and materials | Audience < Writing | 2‐Childhood | Instructional strategies; methods and materials | Depth of (higher level, literal level, etc.) < Comprehension | preference < Motivation/engagement | Tutoring < Strategies, methods, and materials | Instructional strategies | Interest < Motivation/engagement | Writing strategies < Strategies, methods, and materials | Struggling learners | New literacies < Digital/media literacies | Comprehension | Informational text < Strategies, methods, and materials | Purpose < Writing | Instructional intervention < Struggling learners | Digital/media literacies | Motivation/engagement | teaching strategies < Strategies, methods, and materials | Writing | Specific media (hypertext, Internet, film, music, etc.) < Digital/media literacies | 3-Early adolescence | 2-Childhood | 4-Adolescence | methods and materials | Purpose < Writing | engagement | READING-COMPREHENSION | media literacies | Depth of (higher level | methods | Digital | Tutoring < Strategies | New literacies < Digital | music | Motivation | etc | Writing to learn < Writing | Informational text < Strategies | Interest < Motivation | Audience < Writing | Specific media (hypertext | Instructional intervention < Struggling learners | film | Learning strategies < Strategies | Writing strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | preference < Motivation | literal level | and materials | teaching strategies < Strategies | Internet | Instructional models < Strategies | Student Needs | Technological Literacy | Audiences | Multimedia Materials | Reading Material Selection | Inquiry | Literacy | Instructional Effectiveness | Cooperation | Reading Motivation | Teaching Methods | Educational Principles | Literacy Education | Navigation (Information Systems) | Online education | Individualized reading instruction | Computer-assisted instruction | Methods
Journal Article
The Reading Teacher, ISSN 0034-0561, 09/2018, Volume 72, Issue 2, pp. 201 - 212
This article was inspired by the fact that teachers have been asked to increase the difficulty of texts that students encounter without clear guidance on how... 
Instructional strategies | 3‐Early adolescence | Discussion strategies < Strategies, methods, and materials | Struggling learners | Comprehension | Reading strategies < Strategies, methods, and materials | Informational text < Strategies, methods, and materials | Questioning < Comprehension | Instructional models < Strategies, methods, and materials | 2‐Childhood | Literature‐based instruction < Literature | Prior knowledge < Comprehension | Fluency | Instructional strategies; methods and materials | Instructional intervention < Struggling learners | Evidence‐based < Research methodology | read‐alouds < Fluency | teaching strategies < Strategies, methods, and materials | text structure < Comprehension | Text features | Oral reading | Literature-based instruction < Literature | 3-Early adolescence | read-alouds < Fluency | Evidence-based < Research methodology | 2-Childhood | methods and materials | Questioning < Comprehension | Literature-based instruction < Literature | methods | YOUNG READERS | STATE | Prior knowledge < Comprehension | Evidence-based < Research methodology | Informational text < Strategies | Reading strategies < Strategies | text structure < Comprehension | INSTRUCTION | WORD | Instructional intervention < Struggling learners | COMPLEX TEXTS | EDUCATION & EDUCATIONAL RESEARCH | POOR READERS | CHALLENGE | and materials | teaching strategies < Strategies | GRADES | Instructional models < Strategies | read-alouds < Fluency | Discussion strategies < Strategies | Vocabulary | Elementary School Teachers | Reading Materials | Elementary School Students | Scaffolding (Teaching Technique) | Reading Fluency | Reading Comprehension | Reading Instruction | Difficulty Level | Small Group Instruction | Reading teachers | Education | Analysis | Methods | Reading fluency | Reading comprehension
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, 07/2017, Volume 71, Issue 1, pp. 61 - 69
The Common Core State Standards for English language arts expect that teachers will use narrative and informational texts to teach content area material across... 
4‐Adolescence | Literature | Content analyses < Content literacy | Instructional strategies | 3‐Early adolescence | Text types | Comprehension | Informational text < Strategies, methods, and materials | Reading strategies < Strategies, methods, and materials | Literature‐based instruction < Literature | Instructional strategies; methods and materials | Specific subject areas (math, art, etc.) < Content literacy | text structure < Comprehension | teaching strategies < Strategies, methods, and materials | Content literacy | Text features | text features < Content literacy | 5‐College/university students | Teaching strategies < Strategies, methods, and materials | Reading strategies < Strategies, methods, and materials | Content analyses < Content literacy | Informational text < Strategies, methods, and materials | Text features < Content literacy | Literature-based instruction < Literature | Text structure < Comprehension | 3-Early adolescence | Specific subject areas (math, art, etc.) < Content literacy | 5-College/university students | 4-Adolescence | methods and materials | text structure < Comprehension | Reading strategies < Strategies | art | methods | Specific subject areas (math | 5-College | university students | EDUCATION & EDUCATIONAL RESEARCH | and materials | teaching strategies < Strategies | etc | Informational text < Strategies | text features < Content literacy | Instructional Materials | Social Studies | Common Core State Standards | Language Arts | Content Area Reading | Sciences | Interdisciplinary Approach | Reading Instruction | Literary Genres | Mathematics | Reading teachers | Curricula | Language arts | Methods
Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 03/2019, Volume 62, Issue 5, pp. 541 - 549
Journal Article
The Reading Teacher, ISSN 0034-0561, 05/2017, Volume 70, Issue 6, pp. 649 - 657
Journal Article
The Reading Teacher, ISSN 0034-0561, 07/2019, Volume 73, Issue 1, pp. 111 - 118
Journal Article
Journal Article
Learning and Individual Differences, ISSN 1041-6080, 05/2014, Volume 32, pp. 193 - 203
This study explores the (a) text-learning strategies and (b) schematizing skills of pre-adolescents with varying achievement levels by means of the analysis of... 
Schematizing skills | Text-learning strategies | Pen movements | Traces | Late elementary education | Think-aloud protocols | COMPREHENSION | ALOUD | KNOWLEDGE | POOR | READING PURPOSE | MOTIVATION | PSYCHOLOGY, EDUCATIONAL | STUDENTS | INFORMATIONAL TEXT | DISPLAYS | EXPOSITORY TEXT | Elementary school students | Junior high school students | Analysis | Learning strategies
Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 01/2018, Volume 61, Issue 4, pp. 433 - 444
Journal Article
The Reading Teacher, ISSN 0034-0561, 07/2017, Volume 71, Issue 1, pp. 33 - 41
This article describes how second‐grade students’ literacy learning was enhanced as they used their developing knowledge of nonfiction in an integrated English... 
To inform instruction | 1‐Early childhood | Standards‐based < Assessment | Information literacy < Digital/media literacies | Text types | Instructional models < Strategies, methods, and materials | 2‐Childhood | Predicting < Comprehension | Instructional strategies; methods and materials | Expectations < Motivation/engagement | Making inferences < Comprehension | Nonfiction | text features < Content literacy | Literature | Instructional strategies | Literary elements < Literature | Constructivism < Theoretical perspectives | professional development | Informational text < Strategies, methods, and materials | Questioning < Comprehension | Literature‐based instruction < Literature | text structure < Comprehension | teaching strategies < Strategies, methods, and materials | Content literacy | Visual literacy < Digital/media literacies | Writing | Teacher education | as inquiry < Assessment | Text features | Children's literature | Case study < Research methodology | Genre studies < Literature | Standards-based < Assessment | 2-Childhood | Literature-based instruction < Literature | 1-Early childhood | methods and materials | Questioning < Comprehension | engagement | Constructivism < Theoretical perspectives | Making inferences < Comprehension | media literacies | Literature-based instruction < Literature | methods | Literary elements < Literature | Genre studies < Literature | Information literacy < Digital | Informational text < Strategies | as inquiry < Assessment | text structure < Comprehension | Case study < Research methodology | Standards-based < Assessment | Expectations < Motivation | EDUCATION & EDUCATIONAL RESEARCH | and materials | teaching strategies < Strategies | Visual literacy < Digital | Predicting < Comprehension | Instructional models < Strategies | text features < Content literacy | Grade 2 | Integrated Curriculum | Student Research | Elementary School Students | Language Arts | Common Core State Standards | Authors | Writing (Composition) | Research Methodology | Inquiry | Scientific and Technical Information | Active Learning | Sciences | Writing Instruction | Student Projects | Student Developed Materials | Books | Communication (Thought Transfer) | Study and teaching | School prose | Composition (Language arts) | Authorship
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