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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 | Reading teachers | Rating of | Students | Methods | Reading comprehension | Educational research
Journal Article
The Reading Teacher, ISSN 0034-0561, 07/2019, Volume 73, Issue 1, pp. 103 - 110
Writer's checklists are evidence‐based procedural facilitators that prompt students to actively engage in the writing process. Students with diverse learning... 
3‐Early adolescence | Metacognitive strategies < Strategies, methods, and materials | Genres < Writing | Writing strategies < Strategies, methods, and materials | Writer's workshop < Writing | Struggling learners | Text features, text structure < Comprehension | Remediation < Struggling learners | Informational text < Strategies, methods, and materials | Learning strategies < Strategies, methods, and materials | Audience < Writing | 2‐Childhood | Purpose < Writing | Instructional intervention < Struggling learners | Expectations < Motivation/engagement | Instructional strategies; methods and materials | Motivation/engagement | Writing process < Writing | Text types, text features < Content literacy | Supplementary resources < Strategies, methods, and materials | Writing | 7‐Special needs | Instructional strategies, teaching strategies < Strategies, methods, and materials | 3-Early adolescence | 7-Special needs | 2-Childhood | methods and materials | Purpose < Writing | engagement | methods | Text types | Motivation | Informational text < Strategies | Audience < Writing | text structure < Comprehension | Metacognitive strategies < Strategies | Instructional strategies | Instructional intervention < Struggling learners | Writing process < Writing | Learning strategies < Strategies | Expectations < Motivation | Writing strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | Supplementary resources < Strategies | and materials | teaching strategies < Strategies | Remediation < Struggling learners | Genres < Writing | Writer's workshop < Writing | Text features | text features < Content literacy | Cues | Revision (Written Composition) | Writing Difficulties | Scaffolding (Teaching Technique) | Check Lists | Writing Instruction | Metacognition | Editing | Writing Processes | Goal Orientation | Teaching Methods | Short Term Memory | Study and teaching | Composition (Language arts) | Scaffolding (Education) | Methods | Educational research
Journal Article
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
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
2009, Kaejŏngpʼan., Kunsahak chʻongsŏ, ISBN 8975993094, Volume 2, 450
Book
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, 09/2019, Volume 73, Issue 2, pp. 195 - 204
Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 05/2018, Volume 61, Issue 6, pp. 709 - 711
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
2005, ISBN 9782738116468, 450
Book
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 | Research | Reading processes | Reading comprehension | Educational research | Reading materials | Graphic novels | Teachers | Reading instruction | Reading deficiencies
Journal Article
Journal Article
2003, Di 1 ban., Jun shi si xiang wen ku, ISBN 7563340890, 3, 327
Book
2002, 1st ed., ISBN 9781574884302, xvi, 333
Book
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 03/2018, Volume 61, Issue 5, pp. 589 - 591
This forum highlights and evaluates apps, computer programs, and websites that teachers, students, and other interested parties can use to explore, research,... 
4‐Adolescence | 3‐Early adolescence | Information and communication technologies < Digital/media literacies | Instructional models < Strategies, methods, and materials | Instructional strategies; methods and materials | Nonfiction | Supplementary resources < Strategies methods and materials | Popular culture < Digital/media literacies | Literature | Instructional strategies | Literary elements < Literature | Writing strategies < Strategies, methods, and materials | Adolescent/young adult literature | New literacies < Digital/media literacies | Informational text < Strategies, methods, and materials | Literature‐based instruction < Literature | Thematic units < Literature | Digital/media literacies | Specific subject areas (math, art, etc.) < Content literacy | teaching strategies < Strategies, methods, and materials | Writing | Multicultural literature | Specific media (hypertext, Internet, film, music, etc.) < Digital/media literacies | Genre studies < Literature | Fiction | Instructional technology < Strategies, methods, and materials | methods and materials | Information and communication technologies < Digital | Popular culture < Digital | media literacies | Literature-based instruction < Literature | methods | Supplementary resources < Strategies methods and materials | Literary elements < Literature | Thematic units < Literature | Digital | 3-Early adolescence | New literacies < Digital | Genre studies < Literature | music | etc | Informational text < Strategies | art | Specific media (hypertext | Specific subject areas (math | young adult literature | film | Instructional technology < Strategies | Writing strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | and materials | teaching strategies < Strategies | Content literacy | Adolescent | Internet | Instructional models < Strategies | 4-Adolescence | Podcasting | Curricula | Media programs | Literacy programs | Methods | Digital broadcasting | Teachers | Literacy | Educational materials | Computer assisted instruction--CAI
Journal Article