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The Reading Teacher, ISSN 0034-0561, 07/2019, Volume 73, Issue 1, pp. 75 - 83
Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 11/2016, Volume 60, Issue 3, pp. 341 - 344
Most people have struggled with reading in one situation or another, depending on their appreciation for the content, their prior experiences, and the texts.... 
Tales | Reading | Hip hop music | Reading instruction | Narratives | Poetry | Adult literacy | UNLOCKING LITERACY LEARNING | Adolescents | Memoirs | Literacy | Assessment, Protocols | Assessment, Comprehension, Comprehension monitoring | 4‐Adolescence | Assessment, Authentic | Assessment, Informal | Assessment, To inform instruction, as inquiry | Assessment, Standards‐based | Comprehension | Assessment, Diagnostic | Assessment, Outcomes | Assessment, Standardized | Comprehension, Imagery, visualizing | Assessment, Miscue analysis | Assessment, Self‐assessment | Assessment, Screening | Assessment, Criterion referenced | Comprehension, Depth of (higher level, literal level, etc.) | Assessment, Ongoing assessment | Assessment, Portfolios | Assessment, Rubrics | Assessment, Self-assessment | 4-Adolescence | Assessment, Standards-based | EDUCATION & EDUCATIONAL RESEARCH | Carey, Lamont | pedagogical approach | autobiographical fiction | Dahl, Roald | memory | fiction | English literature | 1900-1999 | Boy | genre conventions | Tales of Childhood | "I Can't Read" | 'I Can't Read | American literature | poetry | Reading Strategies | Reading Interests | Learning Experience | Reading Skills | Adult Literacy | Reading Attitudes | Popular Culture | Reading Instruction | Prior Learning | Reader Text Relationship | Text Structure | Teaching Methods | Study and teaching | Popular culture | Educational aspects | Literacy programs | Methods | Learning
Journal Article
Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 03/2018, Volume 61, Issue 5, pp. 523 - 532
The value of preparing students for college, careers, and civic life is a shared outcome of social studies and language arts teachers. This study explores how... 
4‐Adolescence | Choice | To inform instruction | teacher research < Research methodology | 3‐Early adolescence | Information literacy < Digital/media literacies | Ongoing assessment < Assessment | Information processing < Comprehension | Making inferences < Comprehension | Depth of (higher level, literal level, etc.) < Comprehension | Program development | Affective influences < Motivation/engagement | preference < Motivation/engagement | 5‐College/university students | Outcomes < Assessment | Content analyses < Content literacy | Authentic < Assessment | Interest < Motivation/engagement | Self‐assessment < Assessment | Comprehension | professional development | Questioning < Comprehension | Motivation/engagement | Specific subject areas (math, art, etc.) < Content literacy | Content literacy | 6‐Adult | Domain knowledge < Content literacy | Action research | Writing | Teacher education | as inquiry < Assessment | Discourse analysis < Research methodology | Self‐efficacy < Motivation/engagement | 3-Early adolescence | 5-College/university students | 6-Adult | Self-efficacy < Motivation/engagement | Self-assessment < Assessment | 4-Adolescence | Questioning < Comprehension | engagement | Content analyses < Content literacy | Depth of (higher level | Making inferences < Comprehension | media literacies | Affective influences < Motivation | teacher research < Research methodology | 5-College | university students | Motivation | Information literacy < Digital | etc | Domain knowledge < Content literacy | Interest < Motivation | Self-assessment < Assessment | Authentic < Assessment | as inquiry < Assessment | Discourse analysis < Research methodology | art | Specific subject areas (math | Ongoing assessment < Assessment | EDUCATION & EDUCATIONAL RESEARCH | Information processing < Comprehension | preference < Motivation | literal level | Outcomes < Assessment | TEACHERS | Self-efficacy < Motivation | Teacher Attitudes | Language Arts | Career Readiness | College Readiness | Inquiry | Outcomes of Education | Social Studies | Teacher Collaboration | Reading Skills | Program Implementation | Civics | Educational Planning | Lesson Plans | Interviews | Literacy Education | Group work in education | Language arts | Curricula | Social science education | Study and teaching | Team learning approach in education | Content based instruction | Literacy programs | Methods | Social studies | Teacher attitudes | Literacy | Collaboration | Teaching
Journal Article
The Reading Teacher, ISSN 0034-0561, 09/2019, Volume 73, Issue 2, pp. 185 - 193
.... Product assessments, such as answering questions or retelling a text, take place after reading, which makes it difficult to understand why and when a student may be experiencing difficulties. Using design... 
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 | Coaching (Performance) | Specialists | Reading Teachers | Reading Comprehension | Formative Evaluation | Reading Processes | Protocol Analysis | Reading Instruction | Models | Teaching Methods | Reading Difficulties | Reading teachers | Rating of | Students | Methods | Reading comprehension | Educational research
Journal Article
Microscopy and microanalysis, ISSN 1431-9276, 08/2014, Volume 20, Issue S3, pp. 936 - 937
Journal Article
The Lancet (British edition), ISSN 0140-6736, 2017, Volume 389, Issue 10085, pp. 2226 - 2237
Summary Background Studies have challenged the appropriateness of accepted blood pressure targets. We hypothesised that different levels of low blood pressure... 
Internal Medicine | MORTALITY | MEDICINE, GENERAL & INTERNAL | ONGOING TELMISARTAN | METAANALYSIS | RAMIPRIL | RATIONALE | DISEASE | TARGETS | COMBINATION | HYPERTENSIVE PATIENTS | ANTIHYPERTENSIVE TREATMENT | Benzoates - adverse effects | Benzoates - therapeutic use | Follow-Up Studies | Randomized Controlled Trials as Topic - methods | Cardiovascular Diseases - drug therapy | Humans | Middle Aged | Hospitalization - statistics & numerical data | Hypertension - drug therapy | Male | Multicenter Studies as Topic | Angiotensin-Converting Enzyme Inhibitors - therapeutic use | Hypotension - mortality | Angiotensin-Converting Enzyme Inhibitors - adverse effects | Cardiovascular Diseases - mortality | Female | Blood Pressure - drug effects | Ramipril - therapeutic use | Benzimidazoles - adverse effects | Drug Therapy, Combination | Ramipril - adverse effects | Benzimidazoles - therapeutic use | Cardiovascular Diseases - physiopathology | Antihypertensive Agents - therapeutic use | Hypotension - chemically induced | Hypertension - physiopathology | Antihypertensive Agents - adverse effects | Telmisartan | Hypotension - complications | Aged | Blood pressure | Hospitals | Research institutes | Germany | Myocardial infarction | Heart | Intervention | Syngeneic grafts | Funding | Clinical trials | Cardiovascular disease | Blood | Optimization | Risk factors | Clinical outcomes | Incidence | Recruitment | Peptidyl-dipeptidase A | Risk assessment | Failure analysis | Pretreatment | Heart diseases | Hypertension | Cerebral infarction | Stroke | Risk groups | Adjustment | Categories | Mortality | Regression analysis | Patients | Variance analysis | Oral cavity | Inhibitors | Converting | Angiotensin | Death | Fatalities | Infarction | Cardiovascular diseases | Health risk assessment | Heart attacks | Risk | Heart failure | Health risks | Coronary vessels | Diabetes | Mercury
Journal Article
The Reading Teacher, ISSN 0034-0561, 2004, Volume 58, Issue 3, pp. 230 - 239
Journal Article