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pro vyhledávání: '"David L. Coker"'
Autor:
David L. Coker, Kristen D. Ritchey
An essential'how-to'primer, this book examines the process of learning to write and shares evidence-based instructional strategies for the primary grades. With an emphasis on explicit instruction and scaffolding students'learning, the authors explain
Publikováno v:
Reading and Writing. 35:1177-1200
This study examined the writing skills of first-grade students who are English Language Learners (ELLs) or Native English Speakers (NESs). We examined the roles of transcription and oral language skills on contextualized spelling, writing fluency, an
Autor:
Ye Shen, David L. Coker
Publikováno v:
Reading and Writing.
Publikováno v:
Reading and Writing. 35:29-53
Automation of frequently used words is a key component in the development of reading fluency. However, acquiring fast word recognition skills is a serious challenge for many children in their early years of formal education. Lagging word recognition
Publikováno v:
Contemporary Educational Psychology. 54:235-246
A substantial body of research has demonstrated the efficacy of early writing interventions that target skills and composing processes; however, much less is known about the effectiveness of classroom writing instruction outside of the context of an
Publikováno v:
Journal of Educational Psychology. 110:502-517
Previous research has demonstrated that writing instruction can support reading achievement (Graham & Hebert, 2011); however much of this work involved carefully designed interventions. In this study, we evaluated a conceptual framework of the direct
Autor:
Young-Suk Grace Kim, David L. Coker
Publikováno v:
Journal of Learning Disabilities. 51:315-319
In this introduction to the special series “Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression,” we consider some of the contextual factors that have changed since a similar special
Autor:
Austin S. Jennings, Charles A. MacArthur, Elizabeth Farley-Ripple, David L. Coker, Huijing Wen, Allison F. Jackson
Publikováno v:
Reading and Writing. 29:793-832
As schools work to meet the ambitious Common Core State Standards in writing in the US, instructional approaches are likely to be examined (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010). Howev
Autor:
Anna M. Hartranft, David L. Coker, Jeffrey R. Harring, Kelly W. Piantedosi, Rebecca D. Silverman, C. Patrick Proctor
Publikováno v:
The Elementary School Journal. 116:103-125
The purpose of this study was to explore relationships between language variables and writing outcomes with linguistically diverse students in grades 3–5. The participants were 197 children from three schools in one district in the mid-Atlantic Uni
Publikováno v:
Reading and Writing. 28:1333-1354
We investigated the relationship between 28 teachers’ theoretical orientations to writing instruction and self-reported instructional practices and student writing performance. First-, second-, and third-grade teachers completed the Teacher Writing