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Journal Article
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
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 07/2018, Volume 62, Issue 1, pp. 35 - 43
Prospective teachers often draw on their own experiences with writing as they envision and plan for future writing instruction. Rather than analyzing the types... 
4‐Adolescence | Reflection < Teacher education | Choice | Teacher education; professional development | School based < Teacher education | Writing to learn < Writing | Writing strategies < Strategies, methods, and materials | Vygotskian < Theoretical perspectives | professional development | Audience < Writing | Purpose < Writing | Digital/media literacies | Motivation/engagement | Writing process < Writing | Writing | Preservice < Teacher education | Sociocultural < Theoretical perspectives | preference < Motivation/engagement | 5‐College/university students | 5-College/university students | 4-Adolescence | School based < Teacher education | Purpose < Writing | engagement | media literacies | methods | Reflection < Teacher education | Digital | 5-College | university students | Motivation | Writing to learn < Writing | Audience < Writing | ENGLISH | Sociocultural < Theoretical perspectives | Writing process < Writing | Writing strategies < Strategies | EDUCATION & EDUCATIONAL RESEARCH | preference < Motivation | and materials | Vygotskian < Theoretical perspectives | Teacher education | Preservice < Teacher education | teacher preparation | teacher attitudes | rhetoric and composition | writing process | Diaries | Value Judgment | Writing (Composition) | Time | Preservice Teachers | Standards | Student Experience | Elementary Secondary Education | Barriers | Writing Instruction | High School Students | Writing Processes | Electronic Publishing | Secondary school students | Blogs | Writing processes | Writing instruction | Student teachers | Mediation | Literacy
Journal Article
The Reading Teacher, ISSN 0034-0561, 05/2017, Volume 70, Issue 6, pp. 689 - 700
This article describes the MODEL2TALK intervention, which aims to promote young children's oral communicative competence through productive classroom talk.... 
Connected World | Instructional strategies | Oral language | Experimental | Vygotskian < Theoretical perspectives | Discussion strategies < Strategies, methods, and materials | Linguistics and Language | Pharmacology | professional development | Instructional models < Strategies, methods, and materials | Instructional strategies; methods and materials | teaching strategies < Strategies, methods, and materials | Pharmacology (medical) | quasi-experimental < Research methodology | Discussion < Oral language | Teacher education | Sociocultural < Theoretical perspectives | Language development < Oral language | In-service < Teacher education | 1-Early childhood | Language and Linguistics | quasi‐experimental < Research methodology | 1‐Early childhood | In‐service < Teacher education | methods and materials | In-service < Teacher education | LANGUAGE | PEER ACCEPTANCE | methods | COMMUNICATIVE COMPETENCE | Sociocultural < Theoretical perspectives | Discussion < Oral language | CHILDREN | quasi-experimental < Research methodology | EDUCATION & EDUCATIONAL RESEARCH | and materials | teaching strategies < Strategies | Vygotskian < Theoretical perspectives | Language development < Oral language | DISCOURSE | Instructional models < Strategies | Discussion strategies < Strategies | Intervention | Language Skills | Oral Language | Correlation | Self Management | Program Descriptions | Classroom Communication | Communication Skills | Teacher Student Relationship | Reading Comprehension | Teaching Methods | Early Childhood Education | Peer Acceptance | Classroom management | Study and teaching | Interpersonal communication in children | Methods | Oral communication
Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 11/2017, Volume 61, Issue 3, pp. 267 - 277
In many countries, educational policies typically mandate school activities that promote a homogeneous and narrow range of academic literacies for all learners... 
Policy | methods and materials | 4‐Adolescence | Language learners | Multilingualism < Language learners | Qualitative < Research methodology | 3‐Early adolescence | Vygotskian < Theoretical perspectives | Academic language | Advocacy < Policy | 2‐Childhood | Sociocultural < Theoretical perspectives | 7‐Special needs | Instructional strategies | International/global/comparative literacy education | Struggling learners | New literacies < Digital/media literacies | Decoding | Constructivism < Theoretical perspectives | professional development | Motivation/engagement | Home‐school connections < Family literacy | Visual literacy < Digital/media literacies | Ethnography < Research methodology | English as a foreign language < Language learners | Teacher education | Case study < Research methodology | Family literacy | 3-Early adolescence | 7-Special needs | 2-Childhood | Home-school connections < Family literacy | 4-Adolescence | EDUCATION & EDUCATIONAL RESEARCH | MULTILITERACIES | CHILDREN | Ethnography | Rural Schools | Multilingualism | Grade 4 | Role of Education | Case Studies | Teaching Methods | Foreign Countries | Family Environment | Literacy Education | Student Development | Study and teaching | Education, Rural | Social aspects | Educational aspects | Literacy | Learning | Education policy | Rural areas
Journal Article
The Reading Teacher, ISSN 0034-0561, 11/2012, Volume 66, Issue 3, pp. 222 - 231
This article summarizes conclusions reached regarding the independent reading perspectives and practices of eight elementary teachers, acknowledging the... 
Reading teachers | Learning | Teachers | Reading instruction | Literature | Independent reading | Classroom management | Reading research | Literacy | Silent reading | Vocabulary | Choice | methods | Assessment | Reading strategies | Practice | Constructivism | Sociocognitive | Research methodology | Childhood | Ongoing assessment | Affective influences | Expectations | Theoretical perspectives | wide reading | Instructional strategies | preference | Field work | Qualitative | teaching strategies | Fluency | Motivation/engagement | and materials | exposure | read‐alouds | Strategies | To learners in which of the following categories does your work apply? | Children's literature | Literature‐based instruction | Oral reading | Vygotskian | READERS | engagement | Motivation | LITERACY | SILENT | To learners in which of the following categories does your work apply | read-alouds | CHILDRENS MOTIVATION | EDUCATION & EDUCATIONAL RESEARCH | ACHIEVEMENT | Literature-based instruction | Student Needs | Teacher Attitudes | Educational Strategies | Elementary School Teachers | Educational Practices | Beliefs | Independent Reading | Learning Processes | Reading Strategies | Best Practices | Classroom Techniques | Teaching Methods | Effective Schools Research | Teacher Effectiveness | Educational aspects | Reading processes | Analysis | Elementary school teachers | Elementary school teaching | Literacy programs
Journal Article
Journal of Adolescent & Adult Literacy, ISSN 1081-3004, 01/2020, Volume 63, Issue 4, pp. 425 - 432
The case of a 17‐year‐old deaf student serves as a means of identifying specific home and school supports that had facilitated robust language and literacy... 
4‐Adolescence | Language learners | Teacher education; professional development | 3‐Early adolescence | 1‐Early childhood | Authentic < Assessment | Comprehension monitoring < Comprehension | Vygotskian < Theoretical perspectives | Assessment | Ongoing assessment < Assessment | Comprehension | Metacognition < Comprehension | Summarizing < Comprehension | Reading strategies < Strategies, methods, and materials | 2‐Childhood | Prior knowledge < Comprehension | Instructional strategies; methods and materials | Motivation/engagement | Practice, exposure, wide reading < Vocabulary | 7‐Special needs | Case study < Research methodology | Instructional strategies, teaching strategies < Strategies, methods, and materials | methods and materials | engagement | READING-COMPREHENSION | methods | Practice | Prior knowledge < Comprehension | 3-Early adolescence | HARD-OF-HEARING | 7-Special needs | Metacognition < Comprehension | Motivation | wide reading < Vocabulary | Authentic < Assessment | LITERACY | LANGUAGE-DEVELOPMENT | INTERVENTION | 2-Childhood | Reading strategies < Strategies | Summarizing < Comprehension | Instructional strategies | Case study < Research methodology | Ongoing assessment < Assessment | Comprehension monitoring < Comprehension | COCHLEAR IMPLANTS | professional development | CHILDREN | EDUCATION & EDUCATIONAL RESEARCH | teaching strategies < Strategies | and materials | Vygotskian < Theoretical perspectives | exposure | ADOLESCENTS | Teacher education | ENGLISH-LANGUAGE | 1-Early childhood | 4-Adolescence | 2ND-LANGUAGE | Deafness | Students | Literacy | Hearing disorders
Journal Article
Journal Article
Reading Research Quarterly, ISSN 0034-0553, 1/2013, Volume 48, Issue 1, pp. 9 - 26
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh... 
Reading instruction | Academic motivation | Teachers | Motivation | Reading motivation | Motivation research | Reading comprehension | Self efficacy | Learning motivation | Modeling | Instructional models | Evidence‐based | Reading strategies | Experimental, quasi‐experimental | Scientific | Early adolescence | Constructivism | Aliteracy | Choice, preference | Interest | Self‐efficacy | Informational text | Sociocognitive | Research methodology | Affective influences | Strategies, methods, and materials | Behavioral | Theoretical perspectives | Mixed methods | Comprehension | Persistence | Writing to learn | Motivation/engagement | Content literacy | Text types, text features | Writing | To learners in which of the following categories does your work apply? | Intrinsic | Transactional | Vygotskian | SCHOOL | engagement | Choice | methods | PERFORMANCE | Text types | Self-efficacy | LITERACY | Evidence-based | quasi-experimental | CLASSROOM | To learners in which of the following categories does your work apply | Experimental | preference | GOALS | PSYCHOLOGY, EDUCATIONAL | STUDENTS | CHILDRENS MOTIVATION | EDUCATION & EDUCATIONAL RESEARCH | IMPACT | and materials | Strategies | text features | Reading teachers | Achievement motivation | Engagement (Philosophy) | Motivation in education | Research | Methods | Context effects (Psychology)
Journal Article