Zobrazeno 1 - 10
of 148
pro vyhledávání: '"Emily Phillips Galloway"'
Publikováno v:
The Phi Delta Kappan, 2020 Feb 01. 101(5), 36-39.
Externí odkaz:
https://www.jstor.org/stable/26898127
Autor:
Rafael Heller
Publikováno v:
Phi Delta Kappan. 101:36-39
In an interview with Kappan, Emily Phillips Galloway explains why it is important to provide specific instruction in academic language to help students better understand the texts they are likely to encounter in 4th grade and beyond. To understand th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f702d5bcbfd4aab9d8c97aa5dc8ce326
https://doi.org/10.1177/0031721720903826
https://doi.org/10.1177/0031721720903826
In our knowledge-based society, K–8 students need to develop increasingly sophisticated skills to read, write, and speak for a wide variety of purposes and audiences. Including an extended case example from a linguistically diverse school (nearly 7
Publikováno v:
Journal of Language, Identity & Education. :1-16
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d3e20082ff02adaeb61a510848df36ee
https://doi.org/10.1080/15348458.2022.2147935
https://doi.org/10.1080/15348458.2022.2147935
Publikováno v:
Journal of Literacy Research. 54:402-433
We charted how one educator's use of proleptic language—or language that invoked students’ imagined future identities as if they are fully realized in the present—situated students in communities of academic and professional practice, both with
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a1a1012d78e0e6dbf052710d45f5c261
https://doi.org/10.1177/1086296x221140863
https://doi.org/10.1177/1086296x221140863
Publikováno v:
AERA Open, Vol 6 (2020)
In this study, we examine the unique and shared contributions of Spanish and English core academic language skills (CALS) to English reading comprehension in a population of Spanish-English dual language learners in Grades 4 and 5 (n = 165). We focus
Externí odkaz:
https://doaj.org/article/be75b210740d414fad6088050a4c3158
Autor:
Tanya S. Wright, Patricia A. Edwards, Laura Tortorelli, Shireen Al‐Adeimi, Jungmin Kwon, John Strong, Emily Phillips‐Galloway
Publikováno v:
The Reading Teacher. 76:522-524
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::358bc9b1ed2c6da499aef4ce0fa7c8d8
https://doi.org/10.1002/trtr.2198
https://doi.org/10.1002/trtr.2198
Publikováno v:
Journal of the Learning Sciences. :1-39
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9cd9b6426b23e6a98d143f26c1c3fd22
https://doi.org/10.1080/10508406.2022.2114833
https://doi.org/10.1080/10508406.2022.2114833
Publikováno v:
The Reading Teacher. 76:23-33
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9e0136dd81683bf29dae1caac763ae54
https://doi.org/10.1002/trtr.2111
https://doi.org/10.1002/trtr.2111
Autor:
Tanya S. Wright, Patricia A. Edwards, Laura S. Tortorelli, Shireen Al‐Adeimi, Jungmin Kwon, John Z. Strong, Emily Phillips‐Galloway
Publikováno v:
The Reading Teacher. 76:662-663
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::214b0ffbc2a92f403f14c967e078aa50
https://doi.org/10.1002/trtr.2205
https://doi.org/10.1002/trtr.2205