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Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 07/2019, Volume 63, Issue 1, pp. 41 - 49
Journal Article
Journal Article
Journal Article
The Reading Teacher, ISSN 0034-0561, 07/2019, Volume 73, Issue 1, pp. 95 - 98
The author teaches a literacy course for preservice teachers, which they take during the first year of their four‐year course of study. One of the most... 
Theoretical perspectives | Literature | Teacher education; professional development | Literary elements < Literature | Reflection < Teacher education, professional development | 2‐Childhood | Literature‐based instruction < Literature | Motivation/engagement | Content literacy | Preservice < Teacher education, professional development | Teacher education, professional development | Children's literature | Critical literacy < Theoretical perspectives | 5‐College/university students | Literary theory < Theoretical perspectives | Literature-based instruction < Literature | 5-College/university students | 2-Childhood | engagement | Literature-based instruction < Literature | Reflection < Teacher education | Literary elements < Literature | Critical literacy < Theoretical perspectives | professional development | Literary theory < Theoretical perspectives | 5-College | university students | EDUCATION & EDUCATIONAL RESEARCH | Motivation | Teacher education | Preservice < Teacher education | Discussion (Teaching Technique) | Reading Aloud to Others | Childrens Literature | Writing (Composition) | Student Attitudes | Aesthetics | Reflection | Foreign Countries | Teaching Methods | Teacher Education Programs | Preservice Teachers | Literacy Education | Training | Group reading | Teachers | Education | Educational research | Curricula | Study and teaching | Student teachers | Methods | Teacher centers | Children's books
Journal Article
The Reading Teacher, ISSN 0034-0561, 05/2019, Volume 72, Issue 6, pp. 721 - 729
The author presents findings from a yearlong study of the ways an inclusive fourth‐grade teacher and her students talked about reading outside of formal... 
Theoretical perspectives | Qualitative < Research methodology | Literature | Choice | Interest < Motivation/engagement | Discussion strategies < Strategies, methods, and materials | Struggling learners | 2‐Childhood | Literature‐based instruction < Literature | Prior knowledge < Comprehension | Making inferences < Comprehension | Motivation/engagement | Ethnography < Research methodology | Libraries < Digital/media literacies | Discussion < Oral language | Children's literature | Sociocultural < Theoretical perspectives | Affective influences < Motivation/engagement | preference < Motivation/engagement | Self‐efficacy < Motivation/engagement | Literature-based instruction < Literature | Self-efficacy < Motivation/engagement | 2-Childhood | Libraries < Digital | engagement | Making inferences < Comprehension | media literacies | Literature-based instruction < Literature | methods | Prior knowledge < Comprehension | Discussion < Oral language | Affective influences < Motivation | Motivation | Interest < Motivation | Qualitative < Research methodology | Sociocultural < Theoretical perspectives | EDUCATION & EDUCATIONAL RESEARCH | preference < Motivation | and materials | Self-efficacy < Motivation | Ethnography < Research methodology | Discussion strategies < Strategies | Elementary School Teachers | Inclusion | Grade 4 | Discussion (Teaching Technique) | Creative Activities | Elementary School Students | Narration | Teacher Student Relationship | Reading Aloud to Others | Childrens Literature | Teaching Methods | Longitudinal Studies | Fiction | Reading teachers | Classroom management | Group reading | Research | Methods | Educational research
Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 07/2018, Volume 62, Issue 1, pp. 7 - 12
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
The Reading Teacher, ISSN 0034-0561, 07/2017, Volume 71, Issue 1, pp. 51 - 59
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, 07/2018, Volume 62, Issue 1, pp. 55 - 66
This article describes a recent teacher researcher's investigation of digitized literature study at a Midwestern U.S. high school during the 2015–2016 school... 
4‐Adolescence | Literature | 3‐Early adolescence | Literary elements < Literature | Writing strategies < Strategies, methods, and materials | Adolescent/young adult literature | New literacies < Digital/media literacies | Summarizing < Comprehension | Critical analysis < Digital/media literacies | Information and communication technologies < Digital/media literacies | Literature‐based instruction < Literature | Instructional strategies; methods and materials | Digital/media literacies | 6‐Adult | Ethnography < Research methodology | Writing | Identity | Popular culture < Digital/media literacies | Multicultural literature | Case study < Research methodology | Instructional strategies, teaching strategies < Strategies, methods, and materials | 5‐College/university students | Literature-based instruction < Literature | 3-Early adolescence | 5-College/university students | 4-Adolescence | 6-Adult | methods and materials | Information and communication technologies < Digital | Popular culture < Digital | media literacies | Literature-based instruction < Literature | methods | Literary elements < Literature | Digital | 5-College | university students | New literacies < Digital | Critical analysis < Digital | Summarizing < Comprehension | Instructional strategies | GAMES | Case study < Research methodology | young adult literature | Writing strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | teaching strategies < Strategies | and materials | Adolescent | Ethnography < Research methodology | Asian American Students | Student Centered Learning | Self Concept | Literary Criticism | Video Games | Case Studies | Observation | High School Students | Qualitative Research | Student Developed Materials | Interviews | Qualitative research | Secondary school students | Computer literacy | Students | Research tools | Asian Americans | Digital technology | Adolescents | Computer & video games | Literacy
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) |