Pandya, J.Z., Hansuvadha, N., & Pagdilao, K.C. (2016). Multimodal, digital composition for children with autism: Lessons on process, product, and assessment. Language Arts, 93(6), 415-429.
Showing posts with label language_arts. Show all posts
Showing posts with label language_arts. Show all posts
Nurturing young children’s biliteracy development: A Korean family’s hybrid literacy practices in the home
Song, K. (2016). Nurturing young children’s biliteracy development: A Korean family’s hybrid literacy practices in the home. Language Arts 93,341-353.
Designing quality content area instruction
Fisher, D., & Frey, N. (2016). Designing quality content area instruction. The Reading Teacher, 69(5), 525-529.
Everyone has a Neil: Possibilities of literacy desiring in writers’ studio
Kuby, C. R., & Rucker, T. L. G. (2015). Everyone has a Neil: Possibilities of literacy desiring in writers’ studio. Language Arts, 92(5), 314-327.
“Put an explanation point to make it louder”: Uncovering emergent writing revelations through talk
Tolentino, E.P. (2013). “Put an explanation point to make it louder”: Uncovering emergent writing revelations through talk. Language Arts, 91(1), 10-22.
Small-group word study: Instructional conversations or mini-interrogations?
Ganske, Kathy, & Jocius, Robin. (2013). Small-group word study: Instructional conversations or mini-interrogations? Language Arts, 91(1), 23-40.
The family backpack project: Responding to dual-language texts through family journals
Rowe, D. & Fain, J.G. (2013). The family backpack project: Responding to dual-language texts through family journals. Language Arts, 90 (6), 402-410.
iPads as placed resources: Forging community in online and offline spaces
Rowsell, J., Sandelli, M. G., Scott, R.M., & Bishop. A. (2013). iPads as placed resources: Forging community in online and offline spaces. Language Arts, 90(5), 351-360.
What does Vygotsky provide for the 21st century language arts teacher?
Smagorinsky, Peter. (2013). What does Vygotsky provide for the 21st century language arts teacher? Language Arts, 90(3), 192-204.
A new spin on miscue analysis: Using spider charts to web reading processes
Wohlwend, Karen E. (2012). A new spin on miscue analysis: Using spider charts to web reading processes. Language Arts, 90(2), 110-118.
Reading and writing the world using beautiful books: Language experience revisited
Hoffman, James V., & Roser, Nancy. (2012). Reading and writing the world using beautiful books: Language experience revisited. Language Arts, 89(5), 293-304.
Connected kids? K-2 children’s use of and understanding of the Internet
Dodge, Autumn M., Husain, Nahid, & Duke, Nell K. (2011). Connected kids? K-2 children’s use of and understanding of the Internet. Language Arts, 89(2), 86-98.
To follow, reject, or flip the script: Managing instructional tension in an era of high-stakes accountability
Stillman, Jamy, & Anderson, Lauren (2011). To follow, reject, or flip the script: Managing instructional tension in an era of high-stakes accountability. Language Arts, 89(1), 22-37.
Sixty years of language arts education: Looking back in order to look forward
Goodman, Yetta M. (2011). Sixty years of language arts education: Looking back in order to look forward. Language Arts, 101(1), 17-25.
Post-scripts: Teaching reading in the aftermath of prescriptive curriculum policies
Maniates, Helen, & Mahiri, Jabari. (2011). Post-scripts: Teaching reading in the aftermath of prescriptive curriculum policies. Language Arts, 89(1), 10-20.
Teachers’ texts in culturally responsive teaching
Kesler, Ted. (2011). Teachers’ texts in culturally responsive teaching. Language Arts, 88(6), 419-428.
By the book and behind-the-glass: Teacher self-regulation in one reading intervention
Compton-Lilly, Catherine. (2011). By the book and behind-the-glass: Teacher self-regulation in one reading intervention. Language Arts, 88(6), 429-438.
“My mom says I’m really creative!”: Dis/Ability, positioning, and resistance in multimodal instructional contexts
Collins, Kathleen M. (2011). “My mom says I’m really creative!”: Dis/Ability, positioning, and resistance in multimodal instructional contexts. Language Arts, 88(6), 409-418.
Trampling over or traveling with? Reconsidering the culture of achievement
Herr, Kathryn, & Naiditch, Fernando. (2011). Trampling over or traveling with? Reconsidering the culture of achievement. Language Arts, 88(5), 356-364.
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