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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

Three Graphic Nonfiction Series That Excite and Educate

Subjects: Childrens Literature, Library Materials, Literary Genres, Reading Material Selection, Race, Social Class, Disabilities, Religion, Content Analysis, Poetry, Childrens Literature, Childrens Literature, Library Materials, Literary Genres, Reading Material Selection, Race, Social Class, Disabilities, Religion, Content Analysis, Poetry, Library Materials, Childrens Literature, Library Materials, Literary Genres, Reading Material Selection, Race, Social Class, Disabilities, Religion, Content Analysis, Poetry, Literary Genres, Childrens Literature, Library Materials, Literary Genres, Reading Material Selection, Race, Social Class, Disabilities, Religion, Content Analysis, Poetry, Reading Material Selection, Childrens Literature, Library Materials, Literary Genres, Reading Material Selection, Race, Social Class, Disabilities, Religion, Content Analysis, Poetry, Race, Childrens Literature, Library Materials, Literary Genres, Reading Material Selection, Race, Social Class, Disabilities, Religion, Content Analysis, Poetry, Social Class, Childrens Literature, Library Materials, Literary Genres, Reading Material Selection, Race, Social Class, Disabilities, Religion, Content Analysis, Poetry, Disabilities, Childrens Literature, Library Materials, Literary Genres, Reading Material Selection, Race, Social Class, Disabilities, Religion, Content Analysis, Poetry, Religion, Childrens Literature, Library Materials, Literary Genres, Reading Material Selection, Race, Social Class, Disabilities, Religion, Content Analysis, Poetry, Content Analysis, Childrens Literature, Library Materials, Literary Genres, Reading Material Selection, Race, Social Class, Disabilities, Religion, Content Analysis, Poetry, Poetry, Childrens Literature, Library Materials, Literary Genres, Reading Material Selection, Race, Social Class, Disabilities, Religion, Content Analysis, Poetry, Nonfiction

  • Source: Reading Teacher, v71 n5 p627-633 Mar-Apr 2018. 7 pp.

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Report

How to Select Books for Teaching to Children: Taking a Critical Look at Books through a Pedagogical Lens

Subjects: Childrens Literature, Reading Material Selection, Selection Criteria, Demonstrations (Educational), Lesson Plans, Elementary Education, Reading Instruction, Reading Comprehension, Reading Fluency, Access to Information, Evaluation Methods, Instructional Material Evaluation, Nonfiction, Childrens Literature, Childrens Literature, Reading Material Selection, Selection Criteria, Demonstrations (Educational), Lesson Plans, Elementary Education, Reading Instruction, Reading Comprehension, Reading Fluency, Access to Information, Evaluation Methods, Instructional Material Evaluation, Nonfiction, Reading Material Selection, Childrens Literature, Reading Material Selection, Selection Criteria, Demonstrations (Educational), Lesson Plans, Elementary Education, Reading Instruction, Reading Comprehension, Reading Fluency, Access to Information, Evaluation Methods, Instructional Material Evaluation, Nonfiction, Selection Criteria, Childrens Literature, Reading Material Selection, Selection Criteria, Demonstrations (Educational), Lesson Plans, Elementary Education, Reading Instruction, Reading Comprehension, Reading Fluency, Access to Information, Evaluation Methods, Instructional Material Evaluation, Nonfiction, Demonstrations (Educational), Childrens Literature, Reading Material Selection, Selection Criteria, Demonstrations (Educational), Lesson Plans, Elementary Education, Reading Instruction, Reading Comprehension, Reading Fluency, Access to Information, Evaluation Methods, Instructional Material Evaluation, Nonfiction, Lesson Plans, Childrens Literature, Reading Material Selection, Selection Criteria, Demonstrations (Educational), Lesson Plans, Elementary Education, Reading Instruction, Reading Comprehension, Reading Fluency, Access to Information, Evaluation Methods, Instructional Material Evaluation, Nonfiction, Elementary Education, Childrens Literature, Reading Material Selection, Selection Criteria, Demonstrations (Educational), Lesson Plans, Elementary Education, Reading Instruction, Reading Comprehension, Reading Fluency, Access to Information, Evaluation Methods, Instructional Material Evaluation, Nonfiction, Reading Instruction, Childrens Literature, Reading Material Selection, Selection Criteria, Demonstrations (Educational), Lesson Plans, Elementary Education, Reading Instruction, Reading Comprehension, Reading Fluency, Access to Information, Evaluation Methods, Instructional Material Evaluation, Nonfiction, Reading Comprehension, Childrens Literature, Reading Material Selection, Selection Criteria, Demonstrations (Educational), Lesson Plans, Elementary Education, Reading Instruction, Reading Comprehension, Reading Fluency, Access to Information, Evaluation Methods, Instructional Material Evaluation, Nonfiction, Reading Fluency, Childrens Literature, Reading Material Selection, Selection Criteria, Demonstrations (Educational), Lesson Plans, Elementary Education, Reading Instruction, Reading Comprehension, Reading Fluency, Access to Information, Evaluation Methods, Instructional Material Evaluation, Nonfiction, Access to Information, Childrens Literature, Reading Material Selection, Selection Criteria, Demonstrations (Educational), Lesson Plans, Elementary Education, Reading Instruction, Reading Comprehension, Reading Fluency, Access to Information, Evaluation Methods, Instructional Material Evaluation, Nonfiction, Evaluation Methods, Childrens Literature, Reading Material Selection, Selection Criteria, Demonstrations (Educational), Lesson Plans, Elementary Education, Reading Instruction, Reading Comprehension, Reading Fluency, Access to Information, Evaluation Methods, Instructional Material Evaluation, Nonfiction, Instructional Material Evaluation, Childrens Literature, Reading Material Selection, Selection Criteria, Demonstrations (Educational), Lesson Plans, Elementary Education, Reading Instruction, Reading Comprehension, Reading Fluency, Access to Information, Evaluation Methods, Instructional Material Evaluation, Nonfiction, Nonfiction, Childrens Literature, Reading Material Selection, Selection Criteria, Demonstrations (Educational), Lesson Plans, Elementary Education, Reading Instruction, Reading Comprehension, Reading Fluency, Access to Information, Evaluation Methods, Instructional Material Evaluation, Nonfiction, Fiction

  • Source: Online Submission. 20 pp.

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Academic Journal

Connecting Social Psychology to the Experience of Others through a Nonfiction Book Analysis: New Wine in an Old Bottle

Subjects: Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, Social Psychology, Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, Nonfiction, Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, Book Reviews, Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, Writing Assignments, Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, Concept Teaching, Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, Reading Assignments, Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, Learning Experience, Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, Active Learning, Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, Relevance (Education), Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, Course Descriptions, Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, Likert Scales, Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, Course Evaluation, Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, Student Attitudes, Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, Reading Material Selection, Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, Teaching Methods, Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, Instructional Effectiveness, Social Psychology, Nonfiction, Book Reviews, Writing Assignments, Concept Teaching, Reading Assignments, Learning Experience, Active Learning, Relevance (Education), Course Descriptions, Likert Scales, Course Evaluation, Student Attitudes, Reading Material Selection, Teaching Methods, Instructional Effectiveness, College Students

  • Source: Journal of the Scholarship of Teaching and Learning, v13 n2 p72-83 May 2013. 12 pp.

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Academic Journal

Have Recommended Book Lists Changed to Reflect Current Expectations for Informational Text in K-3 Classrooms?

Subjects: Early Childhood Education, Reading Lists, Expectation, Expository Writing, Educational Practices, Educational Change, Textbook Content, Textbook Research, Narration, Nonfiction, Classification, Educational Research, Teacher Associations, Early Childhood Education, Early Childhood Education, Reading Lists, Expectation, Expository Writing, Educational Practices, Educational Change, Textbook Content, Textbook Research, Narration, Nonfiction, Classification, Educational Research, Teacher Associations, Reading Lists, Early Childhood Education, Reading Lists, Expectation, Expository Writing, Educational Practices, Educational Change, Textbook Content, Textbook Research, Narration, Nonfiction, Classification, Educational Research, Teacher Associations, Expectation, Early Childhood Education, Reading Lists, Expectation, Expository Writing, Educational Practices, Educational Change, Textbook Content, Textbook Research, Narration, Nonfiction, Classification, Educational Research, Teacher Associations, Expository Writing, Early Childhood Education, Reading Lists, Expectation, Expository Writing, Educational Practices, Educational Change, Textbook Content, Textbook Research, Narration, Nonfiction, Classification, Educational Research, Teacher Associations, Educational Practices, Early Childhood Education, Reading Lists, Expectation, Expository Writing, Educational Practices, Educational Change, Textbook Content, Textbook Research, Narration, Nonfiction, Classification, Educational Research, Teacher Associations, Educational Change, Early Childhood Education, Reading Lists, Expectation, Expository Writing, Educational Practices, Educational Change, Textbook Content, Textbook Research, Narration, Nonfiction, Classification, Educational Research, Teacher Associations, Textbook Content, Early Childhood Education, Reading Lists, Expectation, Expository Writing, Educational Practices, Educational Change, Textbook Content, Textbook Research, Narration, Nonfiction, Classification, Educational Research, Teacher Associations, Textbook Research, Early Childhood Education, Reading Lists, Expectation, Expository Writing, Educational Practices, Educational Change, Textbook Content, Textbook Research, Narration, Nonfiction, Classification, Educational Research, Teacher Associations, Narration, Early Childhood Education, Reading Lists, Expectation, Expository Writing, Educational Practices, Educational Change, Textbook Content, Textbook Research, Narration, Nonfiction, Classification, Educational Research, Teacher Associations, Nonfiction, Early Childhood Education, Reading Lists, Expectation, Expository Writing, Educational Practices, Educational Change, Textbook Content, Textbook Research, Narration, Nonfiction, Classification, Educational Research, Teacher Associations, Classification, Early Childhood Education, Reading Lists, Expectation, Expository Writing, Educational Practices, Educational Change, Textbook Content, Textbook Research, Narration, Nonfiction, Classification, Educational Research, Teacher Associations, Educational Research, Early Childhood Education, Reading Lists, Expectation, Expository Writing, Educational Practices, Educational Change, Textbook Content, Textbook Research, Narration, Nonfiction, Classification, Educational Research, Teacher Associations, Teacher Associations, Early Childhood Education, Reading Lists, Expectation, Expository Writing, Educational Practices, Educational Change, Textbook Content, Textbook Research, Narration, Nonfiction, Classification, Educational Research, Teacher Associations, Reading Material Selection

  • Source: Reading Psychology, v37 n3 p371-391 2016. 21 pp.

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Academic Journal

Instructional Challenges in Developing Young Children's Science Concepts: Using Informational Text Read-Alouds

Subjects: Young Children, Instructional Effectiveness, Scientific Concepts, Concept Teaching, Reading Aloud to Others, Nonfiction, Early Childhood Education, Emergent Literacy, Integrated Activities, Teaching Methods, Instructional Innovation, Educational Principles, Young Children, Young Children, Instructional Effectiveness, Scientific Concepts, Concept Teaching, Reading Aloud to Others, Nonfiction, Early Childhood Education, Emergent Literacy, Integrated Activities, Teaching Methods, Instructional Innovation, Educational Principles, Instructional Effectiveness, Young Children, Instructional Effectiveness, Scientific Concepts, Concept Teaching, Reading Aloud to Others, Nonfiction, Early Childhood Education, Emergent Literacy, Integrated Activities, Teaching Methods, Instructional Innovation, Educational Principles, Scientific Concepts, Young Children, Instructional Effectiveness, Scientific Concepts, Concept Teaching, Reading Aloud to Others, Nonfiction, Early Childhood Education, Emergent Literacy, Integrated Activities, Teaching Methods, Instructional Innovation, Educational Principles, Concept Teaching, Young Children, Instructional Effectiveness, Scientific Concepts, Concept Teaching, Reading Aloud to Others, Nonfiction, Early Childhood Education, Emergent Literacy, Integrated Activities, Teaching Methods, Instructional Innovation, Educational Principles, Reading Aloud to Others, Young Children, Instructional Effectiveness, Scientific Concepts, Concept Teaching, Reading Aloud to Others, Nonfiction, Early Childhood Education, Emergent Literacy, Integrated Activities, Teaching Methods, Instructional Innovation, Educational Principles, Nonfiction, Young Children, Instructional Effectiveness, Scientific Concepts, Concept Teaching, Reading Aloud to Others, Nonfiction, Early Childhood Education, Emergent Literacy, Integrated Activities, Teaching Methods, Instructional Innovation, Educational Principles, Early Childhood Education, Young Children, Instructional Effectiveness, Scientific Concepts, Concept Teaching, Reading Aloud to Others, Nonfiction, Early Childhood Education, Emergent Literacy, Integrated Activities, Teaching Methods, Instructional Innovation, Educational Principles, Emergent Literacy, Young Children, Instructional Effectiveness, Scientific Concepts, Concept Teaching, Reading Aloud to Others, Nonfiction, Early Childhood Education, Emergent Literacy, Integrated Activities, Teaching Methods, Instructional Innovation, Educational Principles, Integrated Activities, Young Children, Instructional Effectiveness, Scientific Concepts, Concept Teaching, Reading Aloud to Others, Nonfiction, Early Childhood Education, Emergent Literacy, Integrated Activities, Teaching Methods, Instructional Innovation, Educational Principles, Teaching Methods, Young Children, Instructional Effectiveness, Scientific Concepts, Concept Teaching, Reading Aloud to Others, Nonfiction, Early Childhood Education, Emergent Literacy, Integrated Activities, Teaching Methods, Instructional Innovation, Educational Principles, Instructional Innovation, Young Children, Instructional Effectiveness, Scientific Concepts, Concept Teaching, Reading Aloud to Others, Nonfiction, Early Childhood Education, Emergent Literacy, Integrated Activities, Teaching Methods, Instructional Innovation, Educational Principles, Educational Principles, Young Children, Instructional Effectiveness, Scientific Concepts, Concept Teaching, Reading Aloud to Others, Nonfiction, Early Childhood Education, Emergent Literacy, Integrated Activities, Teaching Methods, Instructional Innovation, Educational Principles, Reading Material Selection

  • Source: Reading Teacher, v68 n5 p363-372 Feb 2015. 10 pp.

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Academic Journal

Fiction and Non-Fiction Reading and Comprehension in Preferred Books

Subjects: Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Fiction, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Nonfiction, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Reading Material Selection, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Childrens Literature, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Computer Software, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Technology Uses in Education, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Preferences, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Student Attitudes, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Reading Comprehension, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Foreign Countries, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Elementary School Students, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Gender Differences, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Reading Achievement, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Secondary School Students, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Adolescent Literature, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Difficulty Level, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Readability, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Reading Tests, Fiction, Nonfiction, Reading Material Selection, Childrens Literature, Computer Software, Technology Uses in Education, Preferences, Student Attitudes, Reading Comprehension, Foreign Countries, Elementary School Students, Gender Differences, Reading Achievement, Secondary School Students, Adolescent Literature, Difficulty Level, Readability, Reading Tests, Age DifferencesUnited Kingdom

  • Source: Reading Psychology, v36 n4 p350-387 2015. 38 pp.

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Dissertation/ Thesis

Increasing Reading/Literacy Performance of At-Risk Elementary Students through Increased Access to Fiction/Non-Fiction Resources and Incorporating Readers Theater Activities

Subjects: Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Theater Arts, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Phonemes, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Reading Improvement, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, School Libraries, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Literacy, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Grade 2, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, High Risk Students, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Reading Skills, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Special Education, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Elementary School Students, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Scores, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Reading Motivation, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Reading Material Selection, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Program Effectiveness, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Reading Fluency, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Fiction, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Nonfiction, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Minority Group Children, Theater Arts, Phonemes, Reading Improvement, School Libraries, Literacy, Grade 2, High Risk Students, Reading Skills, Special Education, Elementary School Students, Scores, Reading Motivation, Reading Material Selection, Program Effectiveness, Reading Fluency, Fiction, Nonfiction, Minority Group Children, Urban SchoolsIllinois

  • Source: Online Submission. 51 pp.

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Academic Journal

Developing Vocabulary through Purposeful, Strategic Conversations

Subjects: Reading Instruction, Brain, Reading Comprehension, Imagery, Vocabulary Development, Fiction, Nonfiction, Reading Material Selection, Teaching Methods, Interpersonal Communication, Teacher Role, Communication Skills, Language Skills, Prompting, Feedback (Response), Reading Instruction, Reading Instruction, Brain, Reading Comprehension, Imagery, Vocabulary Development, Fiction, Nonfiction, Reading Material Selection, Teaching Methods, Interpersonal Communication, Teacher Role, Communication Skills, Language Skills, Prompting, Feedback (Response), Brain, Reading Instruction, Brain, Reading Comprehension, Imagery, Vocabulary Development, Fiction, Nonfiction, Reading Material Selection, Teaching Methods, Interpersonal Communication, Teacher Role, Communication Skills, Language Skills, Prompting, Feedback (Response), Reading Comprehension, Reading Instruction, Brain, Reading Comprehension, Imagery, Vocabulary Development, Fiction, Nonfiction, Reading Material Selection, Teaching Methods, Interpersonal Communication, Teacher Role, Communication Skills, Language Skills, Prompting, Feedback (Response), Imagery, Reading Instruction, Brain, Reading Comprehension, Imagery, Vocabulary Development, Fiction, Nonfiction, Reading Material Selection, Teaching Methods, Interpersonal Communication, Teacher Role, Communication Skills, Language Skills, Prompting, Feedback (Response), Vocabulary Development, Reading Instruction, Brain, Reading Comprehension, Imagery, Vocabulary Development, Fiction, Nonfiction, Reading Material Selection, Teaching Methods, Interpersonal Communication, Teacher Role, Communication Skills, Language Skills, Prompting, Feedback (Response), Fiction, Reading Instruction, Brain, Reading Comprehension, Imagery, Vocabulary Development, Fiction, Nonfiction, Reading Material Selection, Teaching Methods, Interpersonal Communication, Teacher Role, Communication Skills, Language Skills, Prompting, Feedback (Response), Nonfiction, Reading Instruction, Brain, Reading Comprehension, Imagery, Vocabulary Development, Fiction, Nonfiction, Reading Material Selection, Teaching Methods, Interpersonal Communication, Teacher Role, Communication Skills, Language Skills, Prompting, Feedback (Response), Reading Material Selection, Reading Instruction, Brain, Reading Comprehension, Imagery, Vocabulary Development, Fiction, Nonfiction, Reading Material Selection, Teaching Methods, Interpersonal Communication, Teacher Role, Communication Skills, Language Skills, Prompting, Feedback (Response), Teaching Methods, Reading Instruction, Brain, Reading Comprehension, Imagery, Vocabulary Development, Fiction, Nonfiction, Reading Material Selection, Teaching Methods, Interpersonal Communication, Teacher Role, Communication Skills, Language Skills, Prompting, Feedback (Response), Interpersonal Communication, Reading Instruction, Brain, Reading Comprehension, Imagery, Vocabulary Development, Fiction, Nonfiction, Reading Material Selection, Teaching Methods, Interpersonal Communication, Teacher Role, Communication Skills, Language Skills, Prompting, Feedback (Response), Teacher Role, Reading Instruction, Brain, Reading Comprehension, Imagery, Vocabulary Development, Fiction, Nonfiction, Reading Material Selection, Teaching Methods, Interpersonal Communication, Teacher Role, Communication Skills, Language Skills, Prompting, Feedback (Response), Communication Skills, Reading Instruction, Brain, Reading Comprehension, Imagery, Vocabulary Development, Fiction, Nonfiction, Reading Material Selection, Teaching Methods, Interpersonal Communication, Teacher Role, Communication Skills, Language Skills, Prompting, Feedback (Response), Language Skills, Reading Instruction, Brain, Reading Comprehension, Imagery, Vocabulary Development, Fiction, Nonfiction, Reading Material Selection, Teaching Methods, Interpersonal Communication, Teacher Role, Communication Skills, Language Skills, Prompting, Feedback (Response), Prompting, Reading Instruction, Brain, Reading Comprehension, Imagery, Vocabulary Development, Fiction, Nonfiction, Reading Material Selection, Teaching Methods, Interpersonal Communication, Teacher Role, Communication Skills, Language Skills, Prompting, Feedback (Response), Feedback (Response), Reading Instruction, Brain, Reading Comprehension, Imagery, Vocabulary Development, Fiction, Nonfiction, Reading Material Selection, Teaching Methods, Interpersonal Communication, Teacher Role, Communication Skills, Language Skills, Prompting, Feedback (Response), Reading Aloud to Others

  • Source: Reading Teacher, v66 n4 p321-332 Dec 2012-Jan 2013. 12 pp.

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