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The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation
Freier ZugriffTaylor & Francis Verlag | 2016| -
Comparing Swedish and Norwegian teachers' professional development: How human capital and social capital factor into teachers' reading habits
Freier ZugriffTaylor & Francis Verlag | 2018| -
Reading Motivation in Bi/Multilingual Latinx Adolescents: An Exploratory Structural Equation Model
Taylor & Francis Verlag | 2020| -
Documenting Adaptive Literacy Instruction: The Adaptive Teaching Observation Protocol (ATOP)
Taylor & Francis Verlag | 2020| -
Memory for Textual Conflicts Predicts Sourcing When Adolescents Read Multiple Expository Texts
Taylor & Francis Verlag | 2017| -
The Contributions of Oral and Silent Reading Fluency to Reading Comprehension
Taylor & Francis Verlag | 2016| -
Three DIBELS Tasks vs. Three Informal Reading/Spelling Tasks: A Comparison of Predictive Validity
Taylor & Francis Verlag | 2017| -
Effects of Teaching Upper Elementary Grade Students to Use Word Learning Strategies
Taylor & Francis Verlag | 2018| -
Relationship Between Graphical Device Comprehension and Overall Text Comprehension for Third-Grade Children
Taylor & Francis Verlag | 2015| -
Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions
Taylor & Francis Verlag | 2014| -
Enhancing Outcomes for Struggling Readers: Empirical Analysis of The Fluency Development Lesson
Taylor & Francis Verlag | 2019| -
The Components of the Simple View of Reading: A Confirmatory Factor Analysis
Taylor & Francis Verlag | 2012| -
Motivating Grade 1 Children to Read: Exploring the Role of Choice, Curiosity, and Challenge in Mobile Ebooks
Taylor & Francis Verlag | 2016| -
Reading Intervention in Middle and High Schools: Implementation Fidelity, Teacher Efficacy, and Student Achievement
Taylor & Francis Verlag | 2013| -
Examining the Association Between the Imagination Library Early Childhood Literacy Program and Kindergarten Readiness
Taylor & Francis Verlag | 2016| -
Teacher Perceptions Affect Boys’ and Girls’ Reading Motivation Differently
Taylor & Francis Verlag | 2016| -
Predicting Reading Comprehension in Arabic-Speaking Middle Schoolers Using Linguistic Measures
Taylor & Francis Verlag | 2020| -
The Relationship of Error Rate and Comprehension in Second and Third Grade Oral Reading Fluency
Taylor & Francis Verlag | 2012| -
A Joint Interactive Storybook Intervention Program for Preschool and Kindergarten Children
Taylor & Francis Verlag | 2017| -
Have Recommended Book Lists Changed to Reflect Current Expectations for Informational Text in K-3 Classrooms?
Taylor & Francis Verlag | 2016| -
The Advantage of Morphological Awareness Among Normal and Dyslexic Native Arabic Readers: A Literature Review
Taylor & Francis Verlag | 2020| -
Is Reading Recovery an Effective Intervention for Students with Reading Difficulties? A Critique of the i3 Scale-Up Study
Taylor & Francis Verlag | 2016| -
Affect Theory in Reading Research: Imagining the Radical Difference
Taylor & Francis Verlag | 2020| -
Running records and first grade english learners: An analysis of language related errors
Taylor & Francis Verlag | 2018| -
The Generalizability of Running Record Accuracy and Self-Correction Scores
Freier ZugriffTaylor & Francis Verlag | 2021| -
Multifaceted Vocabulary Instruction in a Third-Grade Class: Findings from a Three-Year Formative Experiment
Taylor & Francis Verlag | 2021| -
Does the Simple View of Writing Explain L2 Writing Development?: A Meta-Analysis
Taylor & Francis Verlag | 2020| -
“You can Talk in Espagñol!”: An Ethnographic case Study of an African-American Emergent Bilingual and Biliterate Identity
Taylor & Francis Verlag | 2020| -
Content Teachers’ Perspectives of Student Challenges in Processing Science and Mathematics Texts in English at an Emirati University
Taylor & Francis Verlag | 2021| -
Middle School Reading Assessment: Measuring What Matters Under a RTI Framework
Taylor & Francis Verlag | 2012| -
Peer Effects in the Individual and Group Literacy Achievement of High-School Students in a Bi-dialectal Context
Taylor & Francis Verlag | 2019| -
Supporting Fourth-Grade Students' Word Identification Using Application Software
Taylor & Francis Verlag | 2017|
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