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Reading & Writing Quarterly, ISSN 1057-3569, 01/2018, Volume 34, Issue 1, pp. 29 - 46
Oral language development can help English learners develop academic proficiency with the English language. In this investigation, at one middle school,... 
EDUCATION & EDUCATIONAL RESEARCH | ENGAGEMENT | PRESENTATIONS | SPEAK ENGLISH | EDUCATION, SPECIAL | STUDENTS | CHILDREN | Intervention | Language Skills | Oral Language | Reading Consultants | Middle School Teachers | Cooperative Learning | Formative Evaluation | Middle School Students | Language Proficiency | English Teachers | English Language Learners | Grounded Theory
Journal Article
Journal Article
The Reading Teacher, ISSN 0034-0561, 11/2016, Volume 70, Issue 3, pp. 263 - 271
In this article, the author invites teachers of children who are bilingual, multilingual, and at promise for bi‐/multilingualism to honor and build on their... 
Language learners | English as a second language | Multilingualism < Language learners | Instructional strategies | 1‐Early childhood | English language learners | Home language practices < Oral language | 2‐Childhood | Literature‐based instruction < Literature | Home language < Family literacy | English for speakers of other languages < Language learners | Motivation/engagement | Home‐school connections < Family literacy | teaching strategies < Strategies, methods, and materials | Children's literature | Code switching < Language learners | Language development < Oral language | English learners | First, second, etc., language (L1, L2,etc.) < Language learners | Second‐language learning < Language learners | Literature-based instruction < Literature | Second-language learning < Language learners | Home-school connections < Family literacy | 1-Early childhood | 2-Childhood | EDUCATION & EDUCATIONAL RESEARCH | PEDAGOGY | EDUCATION | Culturally Relevant Education | Student Centered Curriculum | Multilingualism | Educational Strategies | Educational Practices | English (Second Language) | Bilingual Students | Teaching Methods | Literacy | Equal Education | Access to Education | Laws, regulations and rules | Educational aspects | Study and teaching | Language instruction | Methods
Journal Article
The Reading Teacher, ISSN 0034-0561, 03/2019, Volume 72, Issue 5, pp. 611 - 621
Using running records as a lens to facilitate multilingual students’ language and literacy development can help teachers recognize and build on students’... 
Language learners | English as a second language | Multilingualism < Language learners | Oral language | To inform instruction | 1‐Early childhood | First, second, etc., language (L1, L2, etc.) < Language learners | Assessment | Ongoing assessment < Assessment | English language learners | Reading strategies < Strategies, methods, and materials | 2‐Childhood | Language acquisition < Oral language | English for speakers of other languages < Language learners | Second‐language reading < Language learners | as inquiry < Assessment | Language development < Oral language | English learners | Second-language reading < Language learners | 1-Early childhood | 2-Childhood | Reading strategies < Strategies | Second-language reading < Language learners | Multilingualism < Language learners | methods | Ongoing assessment < Assessment | English for speakers of other languages < Language learners | second | EDUCATION & EDUCATIONAL RESEARCH | and materials | etc | Language development < Oral language | as inquiry < Assessment | First | Language acquisition < Oral language | language (L1 | Grade 1 | Multilingualism | Student Evaluation | English (Second Language) | Elementary School Students | Spanish Speaking | Nouns | Form Classes (Languages) | Second Language Learning | Literacy | Reading Comprehension | Formative Evaluation | Morphemes | Reading Processes | Language Usage | Error Patterns | Verbs | Reading teachers | Methods | Educational evaluation
Journal Article
The Reading Teacher, ISSN 0034-0561, 09/2018, Volume 72, Issue 2, pp. 179 - 189
In this article, the authors present a literacy research project in which humor, popular culture, and improvisational comedy (improv) are viewed as curricular... 
Vocabulary | Receptive language < Oral language | Postmodernism < Theoretical perspectives | Oral language | 3‐Early adolescence | Methodological perspectives | Genres < Writing | Audience < Writing | 2‐Childhood | Instructional strategies; methods and materials | Poststructuralism < Theoretical perspectives | Affective influences < Motivation/engagement | Theoretical perspectives | General vocabulary < Vocabulary | Instructional strategies | Interest < Motivation/engagement | Expressive language < Oral language | Writing strategies < Strategies, methods, and materials | Purpose < Writing | Motivation/engagement | teaching strategies < Strategies, methods, and materials | Writing process < Writing | Writing | Language development < Oral language | Case study < Research methodology | 3-Early adolescence | 2-Childhood | methods and materials | Purpose < Writing | engagement | methods | Expressive language < Oral language | Affective influences < Motivation | Postmodernism < Theoretical perspectives | Motivation | Receptive language < Oral language | Language development < Oral language | Interest < Motivation | General vocabulary < Vocabulary | Audience < Writing | Case study < Research methodology | Poststructuralism < Theoretical perspectives | Writing process < Writing | Writing strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | teaching strategies < Strategies | and materials | Genres < Writing | Multimedia Instruction | Elementary School Teachers | Oral Language | Creative Activities | Grade 5 | Language Arts | Elementary School Students | Cooperative Learning | Writing (Composition) | Workshops | Literacy | Humor | Story Telling | Popular Culture | Study and teaching | Group work in education | Language arts | Team learning approach in education | Methods
Journal Article
Journal Article
The Reading Teacher, ISSN 0034-0561, 11/2017, Volume 71, Issue 3, pp. 327 - 334
Students who are deaf or hard of hearing present unique opportunities and challenges for literacy instruction in mainstream classrooms. By addressing the... 
Receptive language < Oral language | 4‐Adolescence | Language learners | English as a second language | Instructional strategies | 3‐Early adolescence | Expressive language < Oral language | Discussion strategies < Strategies, methods, and materials | Struggling learners | Remediation < Struggling learners | English language learners | Achievement gap < Struggling learners | 2‐Childhood | Instructional strategies; methods and materials | English for speakers of other languages < Language learners | Instructional intervention < Struggling learners | teaching strategies < Strategies, methods, and materials | Language development < Oral language | English learners | Second‐language learning < Language learners | Second-language learning < Language learners | 3-Early adolescence | 4-Adolescence | 2-Childhood | methods and materials | methods | Expressive language < Oral language | SPEECH | HARD-OF-HEARING | Receptive language < Oral language | Language development < Oral language | GENERAL-EDUCATION SETTINGS | INTERVENTION | LANGUAGE | Second-language learning < Language learners | Instructional intervention < Struggling learners | English for speakers of other languages < Language learners | CHILDREN | EDUCATION & EDUCATIONAL RESEARCH | and materials | teaching strategies < Strategies | Remediation < Struggling learners | Achievement gap < Struggling learners | DEAF | VOCABULARY | Discussion strategies < Strategies | Deafness | Educational Strategies | Hearing Impairments | Inclusion | Classroom Techniques | Teaching Methods | Educational Principles | Literacy Education | Outcomes of Education | Study and teaching | Social aspects | Educational aspects | Literacy | Disabled students | Hearing disorders
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
The Reading Teacher, ISSN 0034-0561, 07/2019, Volume 73, Issue 1, pp. 17 - 27
With the goal of supporting students’ writing and content area learning using play as a pedagogical model, teachers’ action research projects involved... 
Purpose < Writing | Writing across the curriculum < Writing | Instructional strategies; methods and materials | Motivation/engagement | 1‐Early childhood | Genres < Writing | Writing strategies < Strategies, methods, and materials | Action research, teacher research < Research methodology | Writing | Language development < Oral language | Instructional strategies, teaching strategies < Strategies, methods, and materials | 2‐Childhood | 1-Early childhood | 2-Childhood | methods and materials | Purpose < Writing | engagement | Instructional strategies | methods | PRINCIPLES | teacher research < Research methodology | Writing across the curriculum < Writing | GUIDED PLAY | Writing strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | teaching strategies < Strategies | and materials | Motivation | Language development < Oral language | Action research | Genres < Writing | Grade 1 | Teacher Role | Elementary School Students | Cooperative Learning | Action Research | Kindergarten | Content Area Writing | Vignettes | Creativity | Learning Activities | Play | Content Area Reading | Scaffolding (Teaching Technique) | Imagination | Teaching Methods | Student Role | Literacy Education | Group work in education | Educational research | Curricula | Team learning approach in education | Methods | Scaffolding (Education)
Journal Article
Journal Article