Citations (9)
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Read on this site (3)
Zhihui Fang & BeverlyE. Cox. (1999) Emergent Metacognition: A Study of Preschoolers' Literate Behavior. Journal of Research in Childhood Education 13:2, pages 175-187.
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WilliamA. Henk & StevenA. Melnick. (1998) Upper elementary‐aged children's reported perceptions about good readers: A self‐efficacy influenced update in transitional literacy contexts. Reading Research and Instruction 38:1, pages 57-80.
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MaryE. Howe, SirpaT. Grierson & MarkG. Richmond. (1997) A comparison of teachers’ knowledge and use of content reading strategies in the primary grades. Reading Research and Instruction 36:4, pages 305-324.
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Articles from other publishers (6)
Asako Yoshida. 2015. Curriculum Design and Classroom Management. Curriculum Design and Classroom Management
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Asako Yoshida. 2014. Practical Applications and Experiences in K-20 Blended Learning Environments. Practical Applications and Experiences in K-20 Blended Learning Environments
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Deborah L. Butler & Sylvie C. Cartier. (2022) Promoting Effective Task Interpretation as an Important Work Habit: A Key to Successful Teaching and Learning. Teachers College Record: The Voice of Scholarship in Education 106:9, pages 1729-1758.
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Deborah L. Butler & Sylvie C. Cartier. (2022) Promoting Effective Task Interpretation as an Important Work Habit: A Key to Successful Teaching and Learning. Teachers College Record: The Voice of Scholarship in Education 106:9, pages 1729-1758.
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JOHN HEDGCOCK & NATALIE LEFKOWITZ. (2011) Some Input on Input: Two Analyses of Student Response to Expert Feedback in L2 Writing. The Modern Language Journal 80:3, pages 287-308.
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Joanne Devine, Kevin Railey & Philip Boshoff. (1993) The implications of cognitive models in L1 and L2 writing. Journal of Second Language Writing 2:3, pages 203-225.
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