Zobrazeno 1 - 10
of 21
pro vyhledávání: '"Katherine K. Frankel"'
Publikováno v:
Journal of Adolescent & Adult Literacy. 65:507-517
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c5c4d892d3dc52b4675432b3f69be683
https://doi.org/10.1002/jaal.1234
https://doi.org/10.1002/jaal.1234
Publikováno v:
Phi Delta Kappan. 103:41-45
Stand-alone reading intervention courses, or reading classes, are designed to facilitate the literacy development of adolescents who have been deemed “struggling” readers. However, the existence of such courses does not mean that these goals are
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c67f1cc5da5b650d75476a707be7bcd4
https://doi.org/10.1177/00317217221082809
https://doi.org/10.1177/00317217221082809
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 123:31-58
Background/Context: In the past two decades there have been at least 10 quantitative reviews, syntheses, or meta-analyses focused on literacy interventions in secondary schools. To date, much of this research has focused on quantifiable outcomes such
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::aeda565d6d36b7eb9b76e098b6392c64
https://doi.org/10.1177/01614681211048624
https://doi.org/10.1177/01614681211048624
Publikováno v:
Journal of Education for Students Placed at Risk (JESPAR). 27:27-58
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::99c9f411350a89d6d13c3abf5ba340d1
https://doi.org/10.1080/10824669.2021.1949320
https://doi.org/10.1080/10824669.2021.1949320
Publikováno v:
Literacy Research: Theory, Method, and Practice. 70:231-251
Prior research on peer literacy teaching tends to be conceptualized as peer tutoring and often focuses on the cognitive aspects of reading (e.g., skills, strategies). In this multiple case study, we draw on theories of identity and positioning to pro
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e551148bae744222a61608432e24199d
https://doi.org/10.1177/23813377211025320
https://doi.org/10.1177/23813377211025320
Publikováno v:
Journal of Teacher Education. :002248712311563
There is a need to better understand the complex landscape of adolescent literacy intervention as a shared responsibility across all educational stakeholders. To address this need, we examined the self-reported literacy beliefs and practices about se
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fdb2c965c4506ce276602fef0a971ad3
https://doi.org/10.1177/00224871231156371
https://doi.org/10.1177/00224871231156371
Publikováno v:
Journal of Adolescent & Adult Literacy. 63:224-228
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3562b914133590d9bfcda89eb39c722a
https://doi.org/10.1002/jaal.990
https://doi.org/10.1002/jaal.990
Autor:
Katherine K. Frankel, Susan S. Fields
Publikováno v:
Literacy Research and Instruction. 58:142-163
Despite evidence that youths’ literacy practices and identities are important contributors to literacy learning, studies of secondary literacy instruction often focus on understanding class...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::aa069899dff63d2efd7f1a6332908737
https://doi.org/10.1080/19388071.2019.1588437
https://doi.org/10.1080/19388071.2019.1588437
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
Publikováno v:
English Teaching: Practice & Critique. 17:328-341
PurposeThis paper aims to investigate teacher-initiated whole-group oral reading practices in two ninth-grade reading intervention classrooms and how teachers understood the purposes of those practices.Design/methodology/approachIn this qualitative c
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a373829792c8890f3cb00bb7771cb18f
https://doi.org/10.1108/etpc-01-2018-0010
https://doi.org/10.1108/etpc-01-2018-0010