Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Christine M. Leighton"'
Publikováno v:
Reading Psychology. 42:484-503
This article explores how a second-grade teacher’s strategic talk moves supported her multilingual students, many of whom were designated as English Learners (ELs), to engage with complex content u...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::80cae2da529427133d3f4d822641f05e
https://doi.org/10.1080/02702711.2021.1888354
https://doi.org/10.1080/02702711.2021.1888354
Publikováno v:
Literacy Research and Instruction. 58:272-294
This article explores how a second-grade teacher challenged and supported students of varying language and literacy abilities to engage with complex material during a 14-week read-aloud uni...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8733565a0f38110af719d504cf505f45
https://doi.org/10.1080/19388071.2019.1638473
https://doi.org/10.1080/19388071.2019.1638473
Centered around the idea that literacy teaching is more than the transmission of strategies and skills, this volume serves as a foundation for approaching literacy from an identity perspective. Through incisive and accessible chapters from top schola
Autor:
Jennifer Wyatt, C. Patrick Proctor, Jeanne R. Paratore, Dana A. Robertson, Evelyn Ford-Connors, Christopher J. Wagner, Christine M. Leighton
Publikováno v:
The Reading Teacher. 72:39-49
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fec7e0d0363fcbe66a211b1bc357264f
https://doi.org/10.1002/trtr.1676
https://doi.org/10.1002/trtr.1676
Autor:
Lisa M. O’Brien, Christine M. Leighton
Publikováno v:
Literacy Research: Theory, Method, and Practice. 64:169-192
This mixed-methods study explored joining use of increasing-complex text with sound instructional practices on English Learners’ (ELs) academic language and conceptual knowledge. Findings showed one-week postintervention, ELs achieved significant a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bb30e2041a77b88954e208131c98a269
https://doi.org/10.1177/2381336915617579
https://doi.org/10.1177/2381336915617579
Autor:
Barbara Krol-Sinclair, Christina M. Cassano, Jeanne R. Paratore, Christine M. Leighton, Jennifer Greif Green, Lisa M. O’Brien
Publikováno v:
Journal of Literacy Research. 46:383-415
Many English language learners (ELLs) and children living in poverty begin school with substantially less English vocabulary knowledge than their monolingual, economically advantaged peers. Without effective intervention, these vocabulary gaps are li
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5a479156250c5a6e3d94f1f158f9e771
https://doi.org/10.1177/1086296x14552180
https://doi.org/10.1177/1086296x14552180
Publikováno v:
Journal of Education. 190:51-54
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fa4d3d881a08ec4cb875cb63193cd1cf
https://doi.org/10.1177/0022057410190001-208
https://doi.org/10.1177/0022057410190001-208
Publikováno v:
Journal of Education. 190:59-64
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::34a09abca75fdde9e21c9d33220c9eff
https://doi.org/10.1177/0022057410190001-210
https://doi.org/10.1177/0022057410190001-210