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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 16 of 16 1 Disparitäten der Lesekompetenz: Ausmass, Genese und Legitimation von Ungleichheiten Gold, Andreas. - Stuttgart : Franz Steiner Verlag, 2020 BLLDB UB Frankfurt Linguistik Show details 2 Literacy in development discourse and practice: Comparative studies in Indonesia Zhang, Jenny Fan. - : eScholarship, University of California, 2020 BASE Show details 3 Storytelling Comes Alive: Preschoolers’ Development of Narrative Comprehension and Academic Language Within a Participatory Oral Storytelling Intervention Rowe, Marjorie. - : eScholarship, University of California, 2020 BASE Show details 4 Providing Performance Feedback to Paraeducators Implementing PALS Jones, Brian. - : eScholarship, University of California, 2020 BASE Show details 5 A QUALITATIVE STUDY OF THE STRATEGIES DUAL LANGUAGE TEACHERS EMPLOY TO DIFFERENTIATE READING INSTRUCTION IN THEIR CLASSROOMS ... Unkn Unknown. - : Temple University. Libraries, 2020 BASE Show details 6 書談閱讀教學對國小六年級學童閱讀動機與閱讀行為影響之研究 ; The Effects of Booktalk Reading Instruction on Reading Motivation and Reading Behaviors of Sixth Graders 郭馥菁; KUO, FU-CHING. - 2020 BASE Show details 7 Exploring Teacher Perceptions of the Notice and Note Signposts: A Qualitative Case Study Beussink, Monica G.. - : American College of Education, 2020 BASE Show details 8 Exploring Relationships of Positive Reading Attitudes in Secondary English Classrooms across Missouri Thierfelder, Lorin Blackburn. - : Lindenwood University, 2020 BASE Show details 9 Correlations between Classroom Environment and Reading Skill Growth of Third Graders Stubblefield, Erik S.. - : Wingate University, 2020 BASE Show details 10 Maryland Educators’ Perceptions of Informational Reading and Nonfiction Writing Instruction during the Implementation of the Common Core State Standards Frizzell, Matthew. - : The George Washington University, 2020 BASE Show details 11 Reported Literacy Engagement among Low-Income Parents and Their Children Ojo, Olufemi. - : Walden University, 2020 BASE Show details 12 The integration of intensive and extensive reading instruction: its effects on Thai primary school students’ English reading ability ... Sasi-Ampai Maipoka. - : Thammasat University, 2020 BASE Show details 13 Textrevisionen in der multilingualen Orientierungsstufe : TimO : Projektlaufzeit: 10.2016-09.2019 ... : Text revision in multilingual secondary schools ... Marx, Nicole; Steinhoff, Torsten. - : [Universität zu Köln, Philosophische Fakultät, Institut für Deutsche Sprache und Literatur II], 2020 BASE Show details 14 Doing science <> writing science Bachler, Theresa. - 2020 BASE Show details 15 Emergent and Early Literacy Opportunities for Children with Visual Impairment With/Without an Additional Disability Pope, Susan Kay In: ETD collection for University of Nebraska - Lincoln (2020) Abstract: Introduction: This study examined implications of literacy instruction for children with visual impairment (VI) with/without an additional disability at a specialized preschool in a large Midwestern city. Methods: Teachers participated in interviews and revealed their perspectives for providing literacy instruction, and students were video recorded participating in literacy activities. Literacy opportunities were coded for themes. Results: Six themes of literacy opportunities emerged from this study (i.e., literacy opportunities, accessibility, frequency, assessment, settings, and cues for understanding). Results provide evidence of instructional strategies, challenges and strengths described by teachers, types of activities used to promote literacy and the frequency and accessibility of literacy opportunities delivered. Activities include opportunities to read, write, and practice phonological awareness, and embedded opportunities to read and/or write Discussion: Perspective of expectations and barriers from teachers enlighten strengths and challenges faced when working to develop literacy skills for children with VI with/without an additional disability. Student outcomes for participation in literacy opportunities provided are reported. Implications for Practitioners: Collaboration is necessary among educators and service provides to provide the best opportunities for children with VI to learn to read and write. The instructional strategies, types of activities, frequency and accessibility to literacy opportunities used could generalize to other environments. Keyword: Special education|Educational psychology|Reading instruction URL: https://digitalcommons.unl.edu/dissertations/AAI28256309 BASE Hide details 16 A Meta-analysis on the Effects of Vocabulary Instruction for English Learners Xiong, Ellina. - 2020 BASE Show details

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