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Journal Article
The Reading Teacher, ISSN 0034-0561, 09/2019, Volume 73, Issue 2, pp. 185 - 193
Practitioners face many challenges when working with students who are experiencing difficulty with comprehension. The act of creating meaning with texts is... 
3‐Early adolescence | Cognitive < Theoretical perspectives | Authentic < Assessment | Comprehension monitoring < Comprehension | Metacognitive strategies < Strategies, methods, and materials | Assessment | Diagnostic < Assessment | Struggling learners | Ongoing assessment < Assessment | Comprehension | Protocols < Assessment | Metacognition < Comprehension | Reading strategies < Strategies, methods, and materials | Informal < Assessment | Learning strategies < Strategies, methods, and materials | Questioning < Comprehension | Instructional models < Strategies, methods, and materials | 2‐Childhood | Prior knowledge < Comprehension | Instructional strategies; methods and materials | Instructional intervention < Struggling learners | Making inferences < Comprehension | Formative experiments, design experiments < Research methodology | Instructional strategies, teaching strategies < Strategies, methods, and materials | methods and materials | READERS | Questioning < Comprehension | Diagnostic < Assessment | methods | Making inferences < Comprehension | design experiments < Research methodology | TEXT | Prior knowledge < Comprehension | 3-Early adolescence | Informal < Assessment | Metacognition < Comprehension | Authentic < Assessment | 2-Childhood | Metacognitive strategies < Strategies | Reading strategies < Strategies | Protocols < Assessment | Instructional strategies | KNOWLEDGE | Ongoing assessment < Assessment | Instructional intervention < Struggling learners | Comprehension monitoring < Comprehension | Learning strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | teaching strategies < Strategies | and materials | Formative experiments | Cognitive < Theoretical perspectives | COMPREHENSION PROCESSES | Instructional models < Strategies | Reading teachers | Rating of | Students | Methods | Reading comprehension | 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, 01/2018, Volume 71, Issue 4, pp. 441 - 449
The authors analyzed 88 classroom observations to determine whether there were actions that teachers were taking to send a message to students that rereading... 
Teacher education; professional development | Instructional strategies | Comprehension monitoring < Comprehension | Extrinsic < Motivation/engagement | Strategies methods and materials | Discussion strategies < Strategies, methods, and materials | Study strategies < Strategies, methods, and materials | Comprehension | Questioning < Comprehension | Instructional models < Strategies, methods, and materials | Learning strategies < Strategies, methods, and materials | 2‐Childhood | Literature‐based instruction < Literature | Fluency | Expectations < Motivation/engagement | Motivation/engagement | read‐alouds < Fluency | teaching strategies < Strategies, methods, and materials | Discussion < Oral language | Oral reading | Listening < Comprehension | Literature-based instruction < Literature | read-alouds < Fluency | 2-Childhood | PRINT | READERS | Questioning < Comprehension | engagement | Literature-based instruction < Literature | methods | TEXT | Discussion < Oral language | Extrinsic < Motivation | Motivation | BENEFITS | Comprehension monitoring < Comprehension | Listening < Comprehension | Study strategies < Strategies | professional development | Learning strategies < Strategies | Expectations < Motivation | EDUCATION & EDUCATIONAL RESEARCH | and materials | teaching strategies < Strategies | Teacher education | Instructional models < Strategies | read-alouds < Fluency | Discussion strategies < Strategies | Observation | Reading Instruction | Instructional Effectiveness | Teaching Methods | Repetition | Reading Attitudes
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, 03/2018, Volume 61, Issue 5, pp. 589 - 591
This forum highlights and evaluates apps, computer programs, and websites that teachers, students, and other interested parties can use to explore, research,... 
4‐Adolescence | 3‐Early adolescence | Information and communication technologies < Digital/media literacies | Instructional models < Strategies, methods, and materials | Instructional strategies; methods and materials | Nonfiction | Supplementary resources < Strategies methods and materials | Popular culture < Digital/media literacies | Literature | Instructional strategies | Literary elements < Literature | Writing strategies < Strategies, methods, and materials | Adolescent/young adult literature | New literacies < Digital/media literacies | Informational text < Strategies, methods, and materials | Literature‐based instruction < Literature | Thematic units < Literature | Digital/media literacies | Specific subject areas (math, art, etc.) < Content literacy | teaching strategies < Strategies, methods, and materials | Writing | Multicultural literature | Specific media (hypertext, Internet, film, music, etc.) < Digital/media literacies | Genre studies < Literature | Fiction | Instructional technology < Strategies, methods, and materials | methods and materials | Information and communication technologies < Digital | Popular culture < Digital | media literacies | Literature-based instruction < Literature | methods | Supplementary resources < Strategies methods and materials | Literary elements < Literature | Thematic units < Literature | Digital | 3-Early adolescence | New literacies < Digital | Genre studies < Literature | music | etc | Informational text < Strategies | art | Specific media (hypertext | Specific subject areas (math | young adult literature | film | Instructional technology < Strategies | Writing strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | and materials | teaching strategies < Strategies | Content literacy | Adolescent | Internet | Instructional models < Strategies | 4-Adolescence | Podcasting | Curricula | Media programs | Literacy programs | Methods | Digital broadcasting | Teachers | Literacy | Educational materials | Computer assisted instruction--CAI
Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 09/2019, Volume 63, Issue 2, pp. 217 - 223
This department focuses on literacy leaders, including school and instructional leaders, teachers, and external partners, who are working to improve outcomes... 
Distance education, distance learning < Digital/media literacies | 4‐Adolescence | Oral language | To inform instruction, as inquiry < Assessment | Metacognitive strategies < Strategies, methods, and materials | Academic language | Information and communication technologies < Digital/media literacies | Instructional models < Strategies, methods, and materials | Learning strategies < Strategies, methods, and materials | Instructional strategies; methods and materials | Expectations < Motivation/engagement | College and career readiness | Persistence < Motivation/engagement | Listening strategies < Strategies, methods, and materials | Discussion < Oral language | Program development | 5‐College/university students | Teacher education; professional development | Choice, preference < Motivation/engagement | Discussion strategies < Strategies, methods, and materials | Comprehension | Metacognition < Comprehension | Digital/media literacies | Motivation/engagement | Evidence‐based < Research methodology | Content literacy | 6‐Adult | Teacher education, professional development | Instructional strategies, teaching strategies < Strategies, methods, and materials | Self‐efficacy < Motivation/engagement | Instructional technology < Strategies, methods, and materials | EDUCATION & EDUCATIONAL RESEARCH | COMMUNITIES | Training | Teachers | Professional development | Methods | Learning | Adult education | Interpersonal communication | Professional education | Adolescents | Literacy | Computer mediated communication
Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 07/2019, Volume 63, Issue 1, pp. 51 - 64
As our world becomes increasingly interconnected, complex global challenges necessitate cross‐cultural collaborative efforts. Thus, developing cosmopolitan... 
Instructional strategies; methods and materials | 4‐Adolescence | Digital/media literacies | 3‐Early adolescence | 6‐Adult | International/global/comparative literacy education | New literacies < Digital/media literacies | Questioning < Comprehension | Instructional models < Strategies, methods, and materials | Learning strategies < Strategies, methods, and materials | Instructional technology < Strategies, methods, and materials | 3-Early adolescence | 4-Adolescence | 6-Adult | methods and materials | Questioning < Comprehension | Instructional strategies | media literacies | methods | Digital | global | comparative literacy education | Instructional technology < Strategies | Learning strategies < Strategies | STUDENTS | READ | EDUCATION & EDUCATIONAL RESEARCH | New literacies < Digital | and materials | FRAMEWORK | Instructional models < Strategies | International | Water | Climate | Poverty | Cultural Differences | Sanitation | Global Approach | International Cooperation | Inquiry | Intercultural Communication | Active Learning | Student Projects | Teaching Methods | Theory Practice Relationship | Literacy Education | Cultural Awareness | Usage | Intercultural education | Discovery learning | Literacy programs | International aspects | Methods | Project-based learning | Cosmopolitanism | Computer literacy | Pedagogy | Teachers | Collaboration | Cultural change | Cultural differences | Literacy
Journal Article
The Reading Teacher, ISSN 0034-0561, 05/2017, Volume 70, Issue 6, pp. 689 - 700
This article describes the MODEL2TALK intervention, which aims to promote young children's oral communicative competence through productive classroom talk.... 
Oral language | quasi‐experimental < Research methodology | Instructional strategies | 1‐Early childhood | Experimental | Vygotskian < Theoretical perspectives | Discussion strategies < Strategies, methods, and materials | professional development | Instructional models < Strategies, methods, and materials | Instructional strategies; methods and materials | teaching strategies < Strategies, methods, and materials | Teacher education | Discussion < Oral language | Sociocultural < Theoretical perspectives | Language development < Oral language | In‐service < Teacher education | quasi-experimental < Research methodology | In-service < Teacher education | 1-Early childhood | methods and materials | In-service < Teacher education | LANGUAGE | PEER ACCEPTANCE | methods | COMMUNICATIVE COMPETENCE | Sociocultural < Theoretical perspectives | Discussion < Oral language | CHILDREN | quasi-experimental < Research methodology | EDUCATION & EDUCATIONAL RESEARCH | and materials | teaching strategies < Strategies | Vygotskian < Theoretical perspectives | Language development < Oral language | DISCOURSE | Instructional models < Strategies | Discussion strategies < Strategies | Intervention | Language Skills | Oral Language | Correlation | Self Management | Program Descriptions | Classroom Communication | Communication Skills | Teacher Student Relationship | Reading Comprehension | Teaching Methods | Early Childhood Education | Peer Acceptance | Classroom management | Study and teaching | Interpersonal communication in children | Methods | Oral communication
Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 07/2018, Volume 62, Issue 1, pp. 45 - 53
Journal Article
The Reading Teacher, ISSN 0034-0561, 07/2019, Volume 73, Issue 1, pp. 51 - 64
One of the major goals of science education is preparing students to be scientifically literate. Argumentation is a core practice to promote both scientific... 
Theoretical perspectives | Oral language | 1‐Early childhood | Writing to learn < Writing | Constructivism < Theoretical perspectives | Instructional models < Strategies, methods, and materials | 2‐Childhood | Instructional strategies; methods and materials | Specific subject areas (math, art, etc.) < Content literacy | Content literacy | Sociocognitive < Theoretical perspectives | Writing | Discussion < Oral language | Sociocultural < Theoretical perspectives | Instructional strategies, teaching strategies < Strategies, methods, and materials | 1-Early childhood | 2-Childhood | methods and materials | Sociocognitive < Theoretical perspectives | Constructivism < Theoretical perspectives | methods | Discussion < Oral language | ELEMENTARY | etc | Writing to learn < Writing | art | CLASSROOM | Instructional strategies | SCHOOL SCIENCE | Specific subject areas (math | KNOWLEDGE | Sociocultural < Theoretical perspectives | LEARN | WRITTEN ARGUMENTATION | STUDENTS DEVELOPMENT | EDUCATION & EDUCATIONAL RESEARCH | and materials | teaching strategies < Strategies | Instructional models < Strategies | Persuasive Discourse | Science Teachers | Heuristics | Scientific Literacy | Writing (Composition) | Teaching Methods | Science Education | Science literacy | Sciences education | Methods | Educational research
Journal Article
The Reading Teacher, ISSN 0034-0561, 07/2017, Volume 71, Issue 1, pp. 51 - 59
Journal Article