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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, 09/2019, Volume 73, Issue 2, pp. 161 - 172
Journal Article
Journal Article
The Reading Teacher, ISSN 0034-0561, 07/2017, Volume 71, Issue 1, pp. 61 - 69
The Common Core State Standards for English language arts expect that teachers will use narrative and informational texts to teach content area material across... 
4‐Adolescence | Literature | Content analyses < Content literacy | Instructional strategies | 3‐Early adolescence | Text types | Comprehension | Informational text < Strategies, methods, and materials | Reading strategies < Strategies, methods, and materials | Literature‐based instruction < Literature | Instructional strategies; methods and materials | Specific subject areas (math, art, etc.) < Content literacy | text structure < Comprehension | teaching strategies < Strategies, methods, and materials | Content literacy | Text features | text features < Content literacy | 5‐College/university students | Teaching strategies < Strategies, methods, and materials | Reading strategies < Strategies, methods, and materials | Content analyses < Content literacy | Informational text < Strategies, methods, and materials | Text features < Content literacy | Literature-based instruction < Literature | Text structure < Comprehension | 3-Early adolescence | Specific subject areas (math, art, etc.) < Content literacy | 5-College/university students | 4-Adolescence | methods and materials | text structure < Comprehension | Reading strategies < Strategies | art | methods | Specific subject areas (math | 5-College | university students | EDUCATION & EDUCATIONAL RESEARCH | and materials | teaching strategies < Strategies | etc | Informational text < Strategies | text features < Content literacy | Instructional Materials | Social Studies | Common Core State Standards | Language Arts | Content Area Reading | Sciences | Interdisciplinary Approach | Reading Instruction | Literary Genres | Mathematics | Reading teachers | Curricula | Language arts | Methods
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, 09/2019, Volume 73, Issue 2, pp. 149 - 159
Literature circles undoubtedly foster literacy, but successful participation in literature circles requires students’ social and emotional competence. The... 
Qualitative < Research methodology | Literature | 3‐Early adolescence | Metacognitive strategies < Strategies, methods, and materials | Vygotskian < Theoretical perspectives | Discussion strategies < Strategies, methods, and materials | Reading strategies < Strategies, methods, and materials | Learning strategies < Strategies, methods, and materials | 2‐Childhood | Literature‐based instruction < Literature | Instructional strategies; methods and materials | Discussion < Oral language | Children's literature | Sociocultural < Theoretical perspectives | Case study < Research methodology | Instructional strategies, teaching strategies < Strategies, methods, and materials | Fiction | Self‐efficacy < Motivation/engagement | methods and materials | engagement | Literature-based instruction < Literature | methods | 3-Early adolescence | Discussion < Oral language | BOOKS | LITERATURE DISCUSSIONS | Qualitative < Research methodology | 2-Childhood | Metacognitive strategies < Strategies | Reading strategies < Strategies | Instructional strategies | Case study < Research methodology | Sociocultural < Theoretical perspectives | Learning strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | and materials | teaching strategies < Strategies | Vygotskian < Theoretical perspectives | Self-efficacy < Motivation | Discussion strategies < Strategies | Grade 5 | Elementary School Students | Skill Development | Self Management | Metacognition | Emotional Development | Reading Instruction | Empathy | Social Development | Group Activities | Social Attitudes | Literacy Education | Methods | Group reading | Educational research
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 Article
The Reading Teacher, ISSN 0034-0561, 09/2019, Volume 73, Issue 2, pp. 195 - 204
Journal Article
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, 05/2019, Volume 72, Issue 6, pp. 761 - 765
The early reading gap among diverse subgroups of students in schools has made teachers conscious of how students’ culture affects their perceptions of reading... 
Outcomes < Assessment, Strategies, methods, and materials | 4‐Adolescence | Choice | 1‐Early childhood | 3‐Early adolescence | Methodological perspectives | Self‐perception | Reading strategies < Strategies, methods, and materials | Achievement gap < Struggling learners | 2‐Childhood | Classroom management < Strategies, methods, and materials | Instructional strategies; methods and materials | Attitude < Motivation/engagement | Sociocultural < Theoretical perspectives | Affective influences < Motivation/engagement | preference < Motivation/engagement | First, second, etc. culture (C1, C2, etc.) < Language learners | Instructional strategies | Extrinsic < Motivation/engagement | Interest < Motivation/engagement | Intrinsic < Motivation/engagement | Motivation/engagement | teaching strategies < Strategies, methods, and materials | self‐concept < Struggling learners | Teacher education professional development | Children's literature | Multicultural literature | Genre studies < Literature | Self‐efficacy < Motivation/engagement | self-concept < Struggling learners | 3-Early adolescence | 2-Childhood | Self-efficacy < Motivation/engagement | Self-perception | 1-Early childhood | 4-Adolescence | methods and materials | Language learners | engagement | methods | self-concept < Struggling learners | culture (C1 | Affective influences < Motivation | Extrinsic < Motivation | Classroom management < Strategies | second | Genre studies < Literature | Motivation | etc | Interest < Motivation | First | Intrinsic < Motivation | Reading strategies < Strategies | Sociocultural < Theoretical perspectives | EDUCATION & EDUCATIONAL RESEARCH | preference < Motivation | and materials | teaching strategies < Strategies | Achievement gap < Struggling learners | Strategies | Outcomes < Assessment | Attitude < Motivation | Self-efficacy < Motivation | Elementary School Students | Student Characteristics | Disadvantaged | Cultural Influences | Males | Reading Material Selection | Culturally Relevant Education | Gender Differences | Literature Appreciation | Reading Attitudes | Classroom Techniques | Reading Motivation | African American Students | Literacy Education | Reading teachers | Demographic aspects | Education | Motivation in education | African American teenagers | Methods | African American youth
Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 03/2019, Volume 62, Issue 5, pp. 551 - 560
Many teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in... 
4‐Adolescence | Questioning < Comprehension | Reading strategies < Strategies, methods, and materials | 3‐Early adolescence | Making inferences < Comprehension | Thematic units < Literature | Text types | Prior knowledge < Comprehension | Interest < Motivation/engagement | Depth of (higher level, literal level, etc.) < Comprehension | Nonfiction | text structure < Comprehension | Strategies, methods, and materials | Literature | Informational text < Strategies, methods, and materials | Instructional strategies | Instructional intervention < Struggling learners | Struggling learners | Comprehension | teaching strategies < Strategies, methods, and materials | Discussion strategies < Strategies, methods, and materials | Motivation/engagement | Content literacy | Text features | text features < Content literacy | Fiction | 3-Early adolescence | 4-Adolescence | engagement | READING-COMPREHENSION | Depth of (higher level | methods | STUDENT | Motivation | etc | Informational text < Strategies | COMPLEXITY | Interest < Motivation | MIDDLE | FLUENCY | ALOUDS | Reading strategies < Strategies | INSTRUCTION | EDUCATION & EDUCATIONAL RESEARCH | literal level | and materials | teaching strategies < Strategies | ADOLESCENTS | GRADES | Strategies | Discussion strategies < Strategies | Discussion (Teaching Technique) | Reading Teachers | Reading Instruction | Reader Text Relationship | Reading Difficulties | Secondary School Students | Misconceptions | Vocabulary Development | Scaffolding (Teaching Technique) | Reading Comprehension | Reading Motivation | Teaching Methods | Adolescents | Difficulty Level | Research | Reading processes | Reading comprehension | Educational research | Reading materials | Graphic novels | Teachers | Reading instruction | Reading deficiencies
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
Journal Article
Journal Article