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Academic Journal

Teachers' Increased Use of Informational Text: A Phenomenological Study of Five Primary Classrooms

Subjects: Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Phenomenology, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Classroom Environment, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Classroom Research, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Common Core State Standards, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Literacy, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Semi Structured Interviews, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Lesson Plans, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Nonfiction, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Instructional Innovation, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Educational Policy, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Educational Change, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Program Implementation, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Educational Practices, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Technology Integration, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Teacher Surveys, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Teaching Experience, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, School Support, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Primary Education, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Observation, Phenomenology, Classroom Environment, Classroom Research, Common Core State Standards, Literacy, Semi Structured Interviews, Lesson Plans, Nonfiction, Instructional Innovation, Educational Policy, Educational Change, Program Implementation, Educational Practices, Technology Integration, Teacher Surveys, Teaching Experience, School Support, Primary Education, Observation, Elementary School Teachers

  • Source: Educational Considerations, v44 n1 Article 2 2018. 20 pp.

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Academic Journal

Biography Breaks in the Music Classroom

Subjects: Elementary School Students, Music Education, Childrens Literature, Picture Books, Biographies, Musicians, Reading Aloud to Others, Music Appreciation, Nonfiction, Elementary School Students, Elementary School Students, Music Education, Childrens Literature, Picture Books, Biographies, Musicians, Reading Aloud to Others, Music Appreciation, Nonfiction, Music Education, Elementary School Students, Music Education, Childrens Literature, Picture Books, Biographies, Musicians, Reading Aloud to Others, Music Appreciation, Nonfiction, Childrens Literature, Elementary School Students, Music Education, Childrens Literature, Picture Books, Biographies, Musicians, Reading Aloud to Others, Music Appreciation, Nonfiction, Picture Books, Elementary School Students, Music Education, Childrens Literature, Picture Books, Biographies, Musicians, Reading Aloud to Others, Music Appreciation, Nonfiction, Biographies, Elementary School Students, Music Education, Childrens Literature, Picture Books, Biographies, Musicians, Reading Aloud to Others, Music Appreciation, Nonfiction, Musicians, Elementary School Students, Music Education, Childrens Literature, Picture Books, Biographies, Musicians, Reading Aloud to Others, Music Appreciation, Nonfiction, Reading Aloud to Others, Elementary School Students, Music Education, Childrens Literature, Picture Books, Biographies, Musicians, Reading Aloud to Others, Music Appreciation, Nonfiction, Music Appreciation, Elementary School Students, Music Education, Childrens Literature, Picture Books, Biographies, Musicians, Reading Aloud to Others, Music Appreciation, Nonfiction, Nonfiction, Elementary School Students, Music Education, Childrens Literature, Picture Books, Biographies, Musicians, Reading Aloud to Others, Music Appreciation, Nonfiction, Fiction

  • Source: General Music Today, v32 n2 p37-43 Jan 2019. 7 pp.

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Report

Achieve3000®. Beginning Reading. What Works Clearinghouse Intervention Report

Subjects: Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Beginning Reading, Elementary School Students, Grade 2, Grade 3, Reading Programs, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Beginning Reading, Elementary School Students, Grade 2, Grade 3, Literacy Education, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Beginning Reading, Elementary School Students, Grade 2, Grade 3, Electronic Learning, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Beginning Reading, Elementary School Students, Grade 2, Grade 3, Nonfiction, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Beginning Reading, Elementary School Students, Grade 2, Grade 3, Reading Skills, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Beginning Reading, Elementary School Students, Grade 2, Grade 3, Individualized Instruction, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Beginning Reading, Elementary School Students, Grade 2, Grade 3, Intervention, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Beginning Reading, Elementary School Students, Grade 2, Grade 3, Instructional Effectiveness, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Beginning Reading, Elementary School Students, Grade 2, Grade 3, Educational Research, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Beginning Reading, Elementary School Students, Grade 2, Grade 3, Reading Achievement, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Beginning Reading, Elementary School Students, Grade 2, Grade 3, Beginning Reading, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Beginning Reading, Elementary School Students, Grade 2, Grade 3, Elementary School Students, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Beginning Reading, Elementary School Students, Grade 2, Grade 3, Grade 2, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Beginning Reading, Elementary School Students, Grade 2, Grade 3, Grade 3, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Beginning Reading, Elementary School Students, Grade 2, Grade 3, Reading FluencyNorth Carolina

  • Source: What Works Clearinghouse. 19 pp.

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Report

Achieve3000®. Adolescent Literacy. What Works Clearinghouse Intervention Report

Subjects: Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Reading Programs, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Literacy Education, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Electronic Learning, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Nonfiction, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Reading Skills, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Individualized Instruction, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Intervention, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Instructional Effectiveness, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Educational Research, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Reading Achievement, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Reading Comprehension, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Adolescents, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Elementary School Students, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 2, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 3, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 4, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 5, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 6, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 7, Reading Programs, Literacy Education, Electronic Learning, Nonfiction, Reading Skills, Individualized Instruction, Intervention, Instructional Effectiveness, Educational Research, Reading Achievement, Reading Comprehension, Adolescents, Elementary School Students, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8California, New Jersey, California, California, New Jersey, New Jersey, California, New Jersey, North Carolina

  • Source: What Works Clearinghouse. 24 pp.

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Academic Journal

Examination of Reading Skills of Students Who Are Poor Readers in Different Text Genres

Subjects: Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Reading Skills, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Literary Genres, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Fiction, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Nonfiction, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Grade 4, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Reading Difficulties, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Reading Rate, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Error Analysis (Language), Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Reading Fluency, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Suprasegmentals, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Multidimensional Scaling, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Time on Task, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Timed Tests, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Comparative Analysis, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Foreign Countries, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Statistical AnalysisTurkey (Ankara)

  • Source: Cypriot Journal of Educational Sciences, v13 n2 p422-435 2018. 14 pp.

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Academic Journal

For the Sake of Argument: An Approach to Teaching Evidence-Based Writing

Subjects: Evidence Based Practice, Writing Instruction, Persuasive Discourse, Nonfiction, Instructional Materials, Formative Evaluation, Writing Strategies, Writing Skills, Evidence Based Practice, Evidence Based Practice, Writing Instruction, Persuasive Discourse, Nonfiction, Instructional Materials, Formative Evaluation, Writing Strategies, Writing Skills, Writing Instruction, Evidence Based Practice, Writing Instruction, Persuasive Discourse, Nonfiction, Instructional Materials, Formative Evaluation, Writing Strategies, Writing Skills, Persuasive Discourse, Evidence Based Practice, Writing Instruction, Persuasive Discourse, Nonfiction, Instructional Materials, Formative Evaluation, Writing Strategies, Writing Skills, Nonfiction, Evidence Based Practice, Writing Instruction, Persuasive Discourse, Nonfiction, Instructional Materials, Formative Evaluation, Writing Strategies, Writing Skills, Instructional Materials, Evidence Based Practice, Writing Instruction, Persuasive Discourse, Nonfiction, Instructional Materials, Formative Evaluation, Writing Strategies, Writing Skills, Formative Evaluation, Evidence Based Practice, Writing Instruction, Persuasive Discourse, Nonfiction, Instructional Materials, Formative Evaluation, Writing Strategies, Writing Skills, Writing Strategies, Evidence Based Practice, Writing Instruction, Persuasive Discourse, Nonfiction, Instructional Materials, Formative Evaluation, Writing Strategies, Writing Skills, Writing Skills, Evidence Based Practice, Writing Instruction, Persuasive Discourse, Nonfiction, Instructional Materials, Formative Evaluation, Writing Strategies, Writing Skills, Teaching Methods

  • Source: American Educator, v42 n1 p18-22, 40 Spr 2018. 6 pp.

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Reference

Social Justice Book List

Subjects: Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Social Justice, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Reading Lists, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Books, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Preschool Education, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Primary Education, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Elementary Education, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Secondary Education, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Young Adults, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Childrens Literature, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Equal Education, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Racial Bias, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Social Class, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Religious Discrimination, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Gender Bias, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Stranger Reactions, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Homosexuality, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Fiction, Social Justice, Reading Lists, Books, Preschool Education, Primary Education, Elementary Education, Secondary Education, Young Adults, Childrens Literature, Equal Education, Racial Bias, Social Class, Religious Discrimination, Gender Bias, Stranger Reactions, Homosexuality, Fiction, Nonfiction

  • Source: National Network of State Teachers of the Year. 42 pp.

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Academic Journal

Collection Development. Stocking Library Shelves for Student Success: Motivating Readers through Science-Focused Fun

Subjects: Library Services, Library Materials, Library Development, Science Materials, Science Education, Nonfiction, Biographies, Novels, Fiction, Student Motivation, Reading Material Selection, Library Services, Library Services, Library Materials, Library Development, Science Materials, Science Education, Nonfiction, Biographies, Novels, Fiction, Student Motivation, Reading Material Selection, Library Materials, Library Services, Library Materials, Library Development, Science Materials, Science Education, Nonfiction, Biographies, Novels, Fiction, Student Motivation, Reading Material Selection, Library Development, Library Services, Library Materials, Library Development, Science Materials, Science Education, Nonfiction, Biographies, Novels, Fiction, Student Motivation, Reading Material Selection, Science Materials, Library Services, Library Materials, Library Development, Science Materials, Science Education, Nonfiction, Biographies, Novels, Fiction, Student Motivation, Reading Material Selection, Science Education, Library Services, Library Materials, Library Development, Science Materials, Science Education, Nonfiction, Biographies, Novels, Fiction, Student Motivation, Reading Material Selection, Nonfiction, Library Services, Library Materials, Library Development, Science Materials, Science Education, Nonfiction, Biographies, Novels, Fiction, Student Motivation, Reading Material Selection, Biographies, Library Services, Library Materials, Library Development, Science Materials, Science Education, Nonfiction, Biographies, Novels, Fiction, Student Motivation, Reading Material Selection, Novels, Library Services, Library Materials, Library Development, Science Materials, Science Education, Nonfiction, Biographies, Novels, Fiction, Student Motivation, Reading Material Selection, Fiction, Library Services, Library Materials, Library Development, Science Materials, Science Education, Nonfiction, Biographies, Novels, Fiction, Student Motivation, Reading Material Selection, Student Motivation, Library Services, Library Materials, Library Development, Science Materials, Science Education, Nonfiction, Biographies, Novels, Fiction, Student Motivation, Reading Material Selection, Reading Material Selection, Library Services, Library Materials, Library Development, Science Materials, Science Education, Nonfiction, Biographies, Novels, Fiction, Student Motivation, Reading Material Selection, Student Improvement

  • Source: Knowledge Quest, v45 n4 p24-31 Mar-Apr 2017. 8 pp.

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Academic Journal

Walking the Line between Reality and Fiction in Online Spaces: Understanding the Effects of Narrative Transportation

Subjects: Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Media Literacy, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Electronic Publishing, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Social Media, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Mass Media Effects, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Story Telling, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Web 2.0 Technologies, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Fiction, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Nonfiction, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Information Sources, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Accuracy, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Multimedia Materials, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Narration, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Propaganda, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Change Strategies, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Educational Practices, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Information Literacy, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Information Skills, Media Literacy, Electronic Publishing, Social Media, Mass Media Effects, Story Telling, Web 2.0 Technologies, Fiction, Nonfiction, Information Sources, Accuracy, Multimedia Materials, Narration, Propaganda, Change Strategies, Educational Practices, Information Literacy, Information Skills, Influence of Technology

  • Source: Journal of Media Literacy Education, v9 n1 p1-21 2017. 21 pp.

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Academic Journal

The Pleasures of Reading Non-Fiction

Subjects: Nonfiction, Recreational Reading, Science Materials, Reading Habits, Reading Programs, Questionnaires, Interviews, Teacher Attitudes, Student Attitudes, Reading Attitudes, Scientific Attitudes, Elementary School Students, Nonfiction, Nonfiction, Recreational Reading, Science Materials, Reading Habits, Reading Programs, Questionnaires, Interviews, Teacher Attitudes, Student Attitudes, Reading Attitudes, Scientific Attitudes, Elementary School Students, Recreational Reading, Nonfiction, Recreational Reading, Science Materials, Reading Habits, Reading Programs, Questionnaires, Interviews, Teacher Attitudes, Student Attitudes, Reading Attitudes, Scientific Attitudes, Elementary School Students, Science Materials, Nonfiction, Recreational Reading, Science Materials, Reading Habits, Reading Programs, Questionnaires, Interviews, Teacher Attitudes, Student Attitudes, Reading Attitudes, Scientific Attitudes, Elementary School Students, Reading Habits, Nonfiction, Recreational Reading, Science Materials, Reading Habits, Reading Programs, Questionnaires, Interviews, Teacher Attitudes, Student Attitudes, Reading Attitudes, Scientific Attitudes, Elementary School Students, Reading Programs, Nonfiction, Recreational Reading, Science Materials, Reading Habits, Reading Programs, Questionnaires, Interviews, Teacher Attitudes, Student Attitudes, Reading Attitudes, Scientific Attitudes, Elementary School Students, Questionnaires, Nonfiction, Recreational Reading, Science Materials, Reading Habits, Reading Programs, Questionnaires, Interviews, Teacher Attitudes, Student Attitudes, Reading Attitudes, Scientific Attitudes, Elementary School Students, Interviews, Nonfiction, Recreational Reading, Science Materials, Reading Habits, Reading Programs, Questionnaires, Interviews, Teacher Attitudes, Student Attitudes, Reading Attitudes, Scientific Attitudes, Elementary School Students, Teacher Attitudes, Nonfiction, Recreational Reading, Science Materials, Reading Habits, Reading Programs, Questionnaires, Interviews, Teacher Attitudes, Student Attitudes, Reading Attitudes, Scientific Attitudes, Elementary School Students, Student Attitudes, Nonfiction, Recreational Reading, Science Materials, Reading Habits, Reading Programs, Questionnaires, Interviews, Teacher Attitudes, Student Attitudes, Reading Attitudes, Scientific Attitudes, Elementary School Students, Reading Attitudes, Nonfiction, Recreational Reading, Science Materials, Reading Habits, Reading Programs, Questionnaires, Interviews, Teacher Attitudes, Student Attitudes, Reading Attitudes, Scientific Attitudes, Elementary School Students, Scientific Attitudes, Nonfiction, Recreational Reading, Science Materials, Reading Habits, Reading Programs, Questionnaires, Interviews, Teacher Attitudes, Student Attitudes, Reading Attitudes, Scientific Attitudes, Elementary School Students, Elementary School Students, Nonfiction, Recreational Reading, Science Materials, Reading Habits, Reading Programs, Questionnaires, Interviews, Teacher Attitudes, Student Attitudes, Reading Attitudes, Scientific Attitudes, Elementary School Students, Middle School Students

  • Source: Literacy, v52 n2 p78-85 May 2018. 8 pp.

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