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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
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 | 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
The Reading Teacher, ISSN 0034-0561, 03/2019, Volume 72, Issue 5, pp. 599 - 610
Letter learning is nuanced, complex, and essential to the development of an effective literacy processing system. Forming and naming letters, rapidly... 
To inform instruction | Instructional strategies | 1‐Early childhood | Authentic < Assessment | Writing strategies < Strategies, methods, and materials | Struggling learners | phonemic awareness | Ongoing assessment < Assessment | Constructivism < Theoretical perspectives | Reading strategies < Strategies, methods, and materials | Informal < Assessment | Learning strategies < Strategies, methods, and materials | 2‐Childhood | Instructional strategies; methods and materials | phonological awareness | Instructional intervention < Struggling learners | teaching strategies < Strategies, methods, and materials | as inquiry < Assessment | Embedded < Phonics | 1-Early childhood | 2-Childhood | methods and materials | Reading strategies < Strategies | Constructivism < Theoretical perspectives | methods | Ongoing assessment < Assessment | Instructional intervention < Struggling learners | Embedded < Phonics | Informal < Assessment | Learning strategies < Strategies | Writing strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | teaching strategies < Strategies | and materials | Authentic < Assessment | as inquiry < Assessment | Learner Engagement | Initial Teaching Alphabet | Instructional Effectiveness | Emergent Literacy | Alphabets | Phonemic Awareness | Phonological Awareness | Beginning Reading | Reading Instruction | Teaching Methods | Early childhood education | Literacy | Analysis | 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, 07/2019, Volume 73, Issue 1, pp. 75 - 83
Journal Article
The Reading Teacher, ISSN 0034-0561, 01/2018, Volume 71, Issue 4, pp. 501 - 507
This department highlights literacy leaders across the globe who are working in the field of literacy education. It demonstrates how these literacy leaders are... 
To inform instruction | 1‐Early childhood | 3‐Early adolescence | Methodological perspectives | Comprehension monitoring < Comprehension | Assessment | Ongoing assessment < Assessment | Reading strategies < Strategies, methods, and materials | Learning strategies < Strategies, methods, and materials | 2‐Childhood | Instructional strategies; methods and materials | graduate programs < Teacher education | Graduate education | Sociocultural < Theoretical perspectives | Induction < Teacher education | 5‐College/university students | Theoretical perspectives | Reflection < Teacher education | Teacher education; professional development | Constructivism < Theoretical perspectives | Comprehension | professional development | Informal < Assessment | as inquiry < Assessment | In‐service < Teacher education | 3-Early adolescence | 5-College/university students | 2-Childhood | In-service < Teacher education | 1-Early childhood | methods and materials | In-service < Teacher education | Constructivism < Theoretical perspectives | methods | Reflection < Teacher education | Induction < Teacher education | graduate programs < Teacher education | Informal < Assessment | 5-College | university students | as inquiry < Assessment | Reading strategies < Strategies | Instructional strategies | Ongoing assessment < Assessment | Comprehension monitoring < Comprehension | Sociocultural < Theoretical perspectives | Learning strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | and materials | Teacher education
Journal Article
Contraception, ISSN 0010-7824, 04/2018, Volume 97, Issue 4, pp. 324 - 328
We aimed to evaluate compliance with a strategy to enable medical abortion patients to assess treatment outcome on their own and decide whether to seek... 
Pregnancy test | Ongoing pregnancy | Self-assessment | Medical abortion | TRIAL | MISOPROSTOL | MIFEPRISTONE | OBSTETRICS & GYNECOLOGY | Medical research | Pregnant women | Valuation | Analysis | Medicine, Experimental | Real property | Abortion
Journal Article
The Reading Teacher, ISSN 0034-0561, 09/2019, Volume 73, Issue 2, pp. 141 - 147
The achievement gap has been the focus of a good deal of research, attention, and hopeful new practices, yet it has hardly decreased. Using insights from... 
Language learners | 3‐Early adolescence | To inform instruction, as inquiry < Assessment | Ongoing assessment < Assessment | Remediation < Struggling learners | Home language practices < Oral language | Achievement gap < Struggling learners | 2‐Childhood | Prior knowledge < Comprehension | Instructional strategies; methods and materials | Making inferences < Comprehension | Action research, teacher research < Research methodology | Discussion < Oral language | Sociocultural < Theoretical perspectives | Literature | Literary elements < Literature | Struggling learners | Comprehension | Informal < Assessment | Questioning < Comprehension | Motivation/engagement | Home‐school connections < Family literacy | Ethnography < Research methodology | Discourse analysis < Research methodology | Critical pedagogy < Theoretical perspectives | Sociolinguistic < Theoretical perspectives | methods and materials | Questioning < Comprehension | engagement | To inform instruction | Making inferences < Comprehension | Home-school connections < Family literacy | Literary elements < Literature | Critical pedagogy < Theoretical perspectives | Sociolinguistic < Theoretical perspectives | Prior knowledge < Comprehension | 3-Early adolescence | Informal < Assessment | Discussion < Oral language | teacher research < Research methodology | Home language practices < Oral language | Motivation | as inquiry < Assessment | 2-Childhood | Discourse analysis < Research methodology | Instructional strategies | Ongoing assessment < Assessment | Sociocultural < Theoretical perspectives | EDUCATION & EDUCATIONAL RESEARCH | Remediation < Struggling learners | Achievement gap < Struggling learners | Action research | Ethnography < Research methodology | Sociolinguistics | Learner Engagement | Teacher Attitudes | Group Discussion | Teacher Student Relationship | Achievement Gap | Academic Achievement | Reading Instruction | Student Attitudes | Intellectual Development | Classroom Communication | Evaluation | Educational evaluation | Slow learning children | Methods | Educational research
Journal Article