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Academic Journals
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From:Teacher Librarian (Vol. 35, Issue 3) Peer-ReviewedFROM THE RESEARCH * You cannot learn from books that you cannot read (Allington, 2002). Yet, students are regularly assigned readings that are too complex and ones that they are not interested in. This is especially...
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From:Journal of Adolescent & Adult Literacy (Vol. 53, Issue 5) Peer-ReviewedPicture this--a student giving you a big shoulder shrug when asked to retell what he just read. If you've taught longer than one week, this is an image that you can easily visualize. Asking students to recall what they...
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From:Education (Vol. 122, Issue 2) Peer-ReviewedThis article provides an overview of an urban middle school that has evolved into a Professional Development School. We explain our efforts in: creating a focus on quality instruction, a preservice teacher education...
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From:AI Magazine (Vol. 32, Issue 3) Peer-ReviewedThe Association for the Advancement of Artificial Intelligence presented the 2011 Spring Symposium Series Monday through Wednesday, March 21-23, 2011, at Stanford University. This report summarizes the eight symposia....
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From:Journal of Adolescent & Adult Literacy (Vol. 52, Issue 7) Peer-ReviewedWe just had the most fantastic teachable moment, or should we say hour, because that's when we shared book club time with 24 students we teach at Health Sciences High and Middle College. A typical conversation that...
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From:Journal of Adolescent & Adult Literacy (Vol. 48, Issue 5) Peer-ReviewedYouth suicide is an epidemic. Annually, over 500,000 young adults, ages 15 to 25, attempt suicide and 5,000 young adults succeed (www.teen-depression.info), making it the fourth leading cause of death for children and...
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From:Journal of Adolescent & Adult Literacy (Vol. 51, Issue 3) Peer-ReviewedThe way teachers use instructional time and the consistency with which they implement instructional strategies are two important variables that can affect student achievement. ********** "It was the best of times,...
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From:The Reading Teacher (Vol. 64, Issue 2) Peer-Reviewed"Does it sound right?" "Does it make sense?" "Look at the picture and then the word." These are familiar scaffolds that reading teachers use to help students make sense of the text. This type of interaction ensures that...
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From:Reading Improvement (Vol. 38, Issue 4) Peer-ReviewedThis study examined the effects of students' access to print via a community library. Knowledge of authors, words, books, and magazines was compared between the students who accessed the community library and students...