Citations (17)
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Grace Oakley, Ronnel B. King & Gemma E. Scarparolo. (2023) Digital courseware meets professional learning community: blended learning to improve the teaching of early literacy in a developing country. Teacher Development 27:3, pages 275-296.
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Lu Guo, Jian Wang, Jaehoon Lee & Mellinee Lesley. (2023) Examining the Differentiated Impacts of Balanced Literacy: An Analysis of Reading Comprehension Skills. Reading & Writing Quarterly 0:0, pages 1-15.
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Jianping Shen, Xin Ma, Nancy Mansberger, Xingyuan Gao, Louann Bierlein Palmer, Walter Burt, Robert Leneway, Dennis McCrumb, Sue Poppink, Patricia Reeves & Elizabeth Whitten. (2020) Testing the predictive power of an instrument titled “Orientation to School Renewal”. School Effectiveness and School Improvement 31:4, pages 505-528.
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Laurie O. Campbell, Claudia C. Sutter & Glenn W. Lambie. (2019) An Investigation of the Summer Learning Effect on Fourth Grade Students’ Reading Scores. Reading Psychology 40:5, pages 465-490.
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Amy L. Boelé. (2017) Does It Say That? Tensions in Teacher Questions When the Text Has the Final Say. Reading & Writing Quarterly 33:1, pages 20-36.
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Ruth E. Jefferson, Christina E. Grant & Janay B. Sander. (2017) Effects of Tier I Differentiation and Reading Intervention on Reading Fluency, Comprehension, and High Stakes Measures. Reading Psychology 38:1, pages 97-124.
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HeatherJ. Hough, David Kerbow, Anthony Bryk, Gay Su Pinnell, Emily Rodgers, Emily Dexter, Carrie Hung, PatriciaL. Scharer & Irene Fountas. (2013) Assessing teacher practice and development: the case of comprehensive literacy instruction. School Effectiveness and School Improvement 24:4, pages 452-485.
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Articles from other publishers (10)
Yucheng Cao, Young-Suk Grace Kim & Minkyung Cho. (2022) Are Observed Classroom Practices Related to Student Language/Literacy Achievement?. Review of Educational Research, pages 003465432211306.
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Lauren B. Resnick, Christa S. C. Asterhan, Sherice N. Clarke & Faith Schantz. 2018. The Wiley Handbook of Teaching and Learning. The Wiley Handbook of Teaching and Learning
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Haesung Im. (2017) Kindergarten standardized testing and reading achievement in the U.S.: Evidence from the early childhood longitudinal study. Studies in Educational Evaluation 55, pages 9-18.
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Sarah C. Lightner & Ian A.G. Wilkinson. (2017) Instructional Frameworks for Quality Talk About Text: Choosing the Best Approach. The Reading Teacher 70:4, pages 435-444.
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David L. CokerJr.Jr., Elizabeth Farley-Ripple, Allison F. Jackson, Huijing Wen, Charles A. MacArthur & Austin S. Jennings. (2015) Writing instruction in first grade: an observational study. Reading and Writing 29:5, pages 793-832.
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Kristen Campbell Wilcox, Hal A. Lawson & Janet Angelis. (2015) Classroom, School, and District Impacts on Diverse Student Literacy Achievement. Teachers College Record: The Voice of Scholarship in Education 117:9, pages 1-38.
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Christa Mulker Greenfader & Liane Brouillette. (2013) Boosting Language Skills of English Learners Through Dramatization and Movement. The Reading Teacher 67:3, pages 171-180.
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주재연 & Hyunki Shin. (2013) Effects of Balanced Literacy Instruction Based on the Mother Culture on Reading Ability of Multicultural Students - For Children of Filipino Women -. Journal of Special Education 20:1, pages 67-95.
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Jung Won Hur & Amy Anderson. 2013. Pedagogical Applications and Social Effects of Mobile Technology Integration. Pedagogical Applications and Social Effects of Mobile Technology Integration
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Donita Shaw & Karen Hurst. (2012) A Balanced Literacy Initiative for One Suburban School District in the United States. Education Research International 2012, pages 1-9.
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