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Assessing Young Children’s Language and Nonverbal Communication in Oral Personal Narratives
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In: Michigan Reading Journal (2021)
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Translanguaging as an Agentive, Collaborative and Socioculturally Responsive Pedagogy for Multilingual Learners
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Looking for gold: Role play and writing in a northern rural Canadian kindergarten classroom
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Boys and New Literacies: Honouring Out-of-school Literacies Within Classroom Practice
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After Reading Recovery: Collective Case Studies of the Writing Development of Former Reading Recovery Students in Grade Two
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Play-Based Intervention Supporting Kindergarten Children’s Language in a Northern Ontario First Nations Community
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In: The MT Review; 2018: Inaugural Issue (2018)
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Young children’s use of cohesion and facework: Interactions at the classroom sand centre ; Using social knowledge while interacting at the classroom sand center: Facework and cohesion strategies
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A Case Study in Meaning-making in a University-level Expressive Writing Class
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Teacher intervention to support oral language and literacy in dramatic play contexts
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Assessing Multiliteracies: Mismatches and Opportunities
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In: Language and Literacy; Vol 16, No 1 (2014): Regular Issue; 1 - 20 ; 1496-0974 (2014)
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Examining Reading Processes and Engagement of Struggling and Proficient Readers when Using iPads
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Abstract:
This study investigated the influence of tablet technology on student motivation and engagement for online reading. An ethnographic approach was utilized to examine the case studies of six grade 8 students including three proficient and three struggling readers. In addition to motivation and engagement, their thought processes while conducting online research using an iPad was explored. Several research techniques were employed including participant observation, standardized reading comprehension tests, questionnaires, and participant interviews. The results revealed a significant increase in motivation for reading by the three proficient readers. Results also revealed an increase of two grade levels in reading comprehension for two of the struggling readers. Several findings about students' metacognitive strategies while reading and researching online along with factors affecting motivation and engagement were also explored. These results have the potential to inform classroom literacy instruction and teacher education programs in this rapidly evolving digital age.
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Keyword:
0535; engagement; motivation; reading; technology
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URL: http://hdl.handle.net/1807/43476
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Reading between the "Frames": English Language Learners' and non-English Language Learners' Responses to Graphic Novels
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Evaluating the Effectiveness of a Tier 2 Vocabulary Intervention on the Writing and Spelling of Elementary Students with Dyslexia: A Formative Case Study
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