-
1
-
-
84970466028
-
Physicists reading physics: Schemaladen purposes and purpose-laden schema
-
Bazerman, C. (1985). Physicists reading physics: Schemaladen purposes and purpose-laden schema. Written Communication, 2, 3-23.
-
(1985)
Written Communication
, vol.2
, pp. 3-23
-
-
Bazerman, C.1
-
2
-
-
84963163966
-
Use of thinking aloud in identification and teaching of reading comprehension strategies
-
Bereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2, 131-156.
-
(1985)
Cognition and Instruction
, vol.2
, pp. 131-156
-
-
Bereiter, C.1
Bird, M.2
-
3
-
-
0002898481
-
Is there a problem with knowing thyself? Toward a poststructuralist view of teacher identity
-
T. Shanahan (Ed.) Urbana, IL: National Council of Teachers of English
-
Britzman, D. P. (1994). Is there a problem with knowing thyself? Toward a poststructuralist view of teacher identity. In T. Shanahan (Ed.), Teachers thinking, teachers knowing (pp. 53-75). Urbana, IL: National Council of Teachers of English.
-
(1994)
Teachers Thinking, Teachers Knowing
, pp. 53-75
-
-
Britzman, D.P.1
-
5
-
-
77953806615
-
Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers
-
De La Paz, S., & Felton, M. K. (2010). Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers. Contemporary Educational Psychology, 35, 174-192.
-
(2010)
Contemporary Educational Psychology
, Issue.35
, pp. 174-192
-
-
De La Paz, S.1
Felton, M.K.2
-
8
-
-
0002549579
-
What is an author?
-
J. V. Havari (Ed.) Ithaca, NY: Cornell University Press
-
Foucault, M. (1979). What is an author? In J. V. Havari (Ed.), Poststructuralist criticism (pp. 141-160). Ithaca, NY: Cornell University Press.
-
(1979)
Poststructuralist Criticism
, pp. 141-160
-
-
Foucault, M.1
-
9
-
-
0004225610
-
-
(J. C. B. Mohr, Trans.) New York: Seabury Press
-
Gadamer, H. (1975). Truth and method (J. C. B. Mohr, Trans.). New York: Seabury Press.
-
(1975)
Truth and Method
-
-
Gadamer, H.1
-
10
-
-
33144481491
-
Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART
-
DOI 10.1207/s15326985ep4004-4
-
Graesser, A. C., McNamara, D. S., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iStart. Educational Psychologist, 40, 225-234. (Pubitemid 43266591)
-
(2005)
Educational Psychologist
, vol.40
, Issue.4
, pp. 225-234
-
-
Graesser, A.C.1
McNamara, D.S.2
VanLehn, K.3
-
15
-
-
84990370552
-
Thinking like a historian: College students' reading of multiple historical documents
-
Hynd-Shanahan, C., Holschuh, J., & Hubbard, B. (2004). Thinking like a historian: College students' reading of multiple historical documents. Journal of Literacy Research, 36, 141-176.
-
(2004)
Journal of Literacy Research
, vol.36
, pp. 141-176
-
-
Hynd-Shanahan, C.1
Holschuh, J.2
Hubbard, B.3
-
17
-
-
35548949866
-
"school" reading and multiple texts: Examining the metacognitive development of secondary-level preservice teachers
-
Lesley, M., Watson, P., & Elliot, S. (2007). "School" reading and multiple texts: Examining the metacognitive development of secondary-level preservice teachers. Journal of Adolescent & Adult Literacy, 51, 150-162.
-
(2007)
Journal of Adolescent & Adult Literacy
, vol.51
, pp. 150-162
-
-
Lesley, M.1
Watson, P.2
Elliot, S.3
-
18
-
-
18144414834
-
Changes in reading strategies as a function of reading training: A comparison of live and computerized training
-
DOI 10.2190/1LN8-7BQE-8TN0-M91L
-
Magliano, J. P., Todaro, S.,Millis, K.,Wiemer-Hastings, K., Kim, H., & McNamara, D. S. (2005). Changes in reading strategies as a function of reading training: A comparison of live and computerized training. Journal of Educational Computing Research, 32, 185-208. (Pubitemid 41442195)
-
(2005)
Journal of Educational Computing Research
, vol.32
, Issue.2
, pp. 185-208
-
-
Magliano, J.P.1
Todaro, S.2
Millis, K.3
Wiemer-Hastings, K.4
Kim, H.J.5
McNamara, D.S.6
-
19
-
-
0039659767
-
"I teach students, not subjects": Teacher-student relationships as contexts for secondary literacy
-
Moje, E. B. (1996) "I teach students, not subjects": Teacher-student relationships as contexts for secondary literacy. Reading Research Quarterly, 31, 172-195. (Pubitemid 126424075)
-
(1996)
Reading Research Quarterly
, vol.31
, Issue.2
, pp. 172-195
-
-
Moje, E.B.1
-
20
-
-
0346317926
-
An historical exploration of content area reading instruction
-
Moore, D. W., Readence, J. E., & Rickelman, R. J. (1983). An historical exploration of content area reading instruction. Reading Research Quarterly, 18, 419-438.
-
(1983)
Reading Research Quarterly
, vol.18
, pp. 419-438
-
-
Moore, D.W.1
Readence, J.E.2
Rickelman, R.J.3
-
23
-
-
84856943862
-
Developing essential reading skills in the English program
-
J. A. Figurel (Ed.) Newark, DE: International Reading Association
-
Niles, O. S. (1965). Developing essential reading skills in the English program. In J. A. Figurel (Ed.), Reading and inquiry. (pp. 35-43) Newark, DE: International Reading Association.
-
(1965)
Reading and Inquiry
, pp. 35-43
-
-
Niles, O.S.1
-
24
-
-
34548850316
-
Teaching high school students to use heuristics while reading historical texts
-
Nokes, J. D., Dole, J. A., & Hacker, D. J. (2007). Teaching high school students to use heuristics while reading historical texts. Journal of Educational Psychology, 99, 492-504.
-
(2007)
Journal of Educational Psychology
, vol.99
, pp. 492-504
-
-
Nokes, J.D.1
Dole, J.A.2
Hacker, D.J.3
-
26
-
-
84970755843
-
Preservice teachers' perspectives onwhy every teacher is not a teacher of reading: A qualitative analysis
-
O'Brien, D. G., & Stewart, R. A. (1990). Preservice teachers' perspectives onwhy every teacher is not a teacher of reading: A qualitative analysis. Journal of Reading Behavior, 22, 101-129.
-
(1990)
Journal of Reading Behavior
, vol.22
, pp. 101-129
-
-
O'Brien, D.G.1
Stewart, R.A.2
-
27
-
-
84883235989
-
Why content literacy is difficult to infuse into the secondary school: Complexities of curriculum, pedagogy, and school culture
-
O'Brien, D. G., Stewart, R. A., & Moje, E. B. (1995). Why content literacy is difficult to infuse into the secondary school: Complexities of curriculum, pedagogy, and school culture. Reading Research Quarterly, 30, 442-463.
-
(1995)
Reading Research Quarterly
, vol.30
, pp. 442-463
-
-
O'Brien, D.G.1
Stewart, R.A.2
Moje, E.B.3
-
28
-
-
0009219579
-
Constructing meaning when reading poetry: An expert-novice study
-
Peskin, J. (1998). Constructing meaning when reading poetry: An expert-novice study. Cognition and Instruction, 16, 235-263. (Pubitemid 128343777)
-
(1998)
Cognition and Instruction
, vol.16
, Issue.3
, pp. 235-263
-
-
Peskin, J.1
-
29
-
-
0011553846
-
Reading in the mathematics classroom
-
Reehm, S. P., & Long, S. A. (1996). Reading in the mathematics classroom. Middle School Journal, 27, 35-41.
-
(1996)
Middle School Journal
, vol.27
, pp. 35-41
-
-
Reehm, S.P.1
Long, S.A.2
-
30
-
-
84856818800
-
Study skills for superior students in secondary schools
-
Robinson, D. (1961). Study skills for superior students in secondary schools. The Reading Teacher, 25, 29-33.
-
(1961)
The Reading Teacher
, vol.25
, pp. 29-33
-
-
Robinson, D.1
-
33
-
-
0038023555
-
Studying and using multiple documents in history: Effects of discipline expertise
-
Rouet, J. F., Favart, M., Britt, M. A.,&Perfetti, C. A. (1997). Studying and using multiple documents in history: Effects of discipline expertise. Cognition and Instruction, 15, 85-106. (Pubitemid 127360697)
-
(1997)
Cognition and Instruction
, vol.15
, Issue.1
, pp. 85-106
-
-
Rouet, J.-F.1
Favart, M.2
Britt, M.A.3
Perfetti, C.A.4
-
35
-
-
84856837452
-
Analysis of expert readers in three disciplines: History, mathematics, and chemistry
-
Shanahan, C., Shanahan, T., & Misichia, C. (2011). Analysis of expert readers in three disciplines: History, mathematics, and chemistry. Journal of Literacy Research, 43, 393-429.
-
(2011)
Journal of Literacy Research
, vol.43
, pp. 393-429
-
-
Shanahan, C.1
Shanahan, T.2
Misichia, C.3
-
36
-
-
0009431072
-
Reading as a conversation with an author
-
M. Pressley, K. R. Harris, & J. T. Guthrie (Eds.) San Diego, CA: Academic Press
-
Shanahan, T. (1992). Reading as a conversation with an author. In M. Pressley, K. R. Harris, & J. T. Guthrie (Eds.), Promoting academic competence and literacy in school. (pp. 129-148) San Diego, CA: Academic Press.
-
(1992)
Promoting Academic Competence and Literacy in School
, pp. 129-148
-
-
Shanahan, T.1
-
37
-
-
41849125282
-
Teaching disciplinary literacy to adolescents: Rethinking content area literacy
-
Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content area literacy. Harvard Education Review, 78, 40-59.
-
(2008)
Harvard Education Review
, vol.78
, pp. 40-59
-
-
Shanahan, T.1
Shanahan, C.2
-
38
-
-
84937291461
-
A historical review of content area reading instruction
-
Simonson, S. D. (1995). A historical review of content area reading instruction. Reading Psychology, 16, 99-147.
-
(1995)
Reading Psychology
, vol.16
, pp. 99-147
-
-
Simonson, S.D.1
-
39
-
-
79953646965
-
Factors influencing preservice teachers' resistance to content area reading instruction
-
Stewart, R. A. (1990). Factors influencing preservice teachers' resistance to content area reading instruction. Reading Research and Instruction, 29, 55-63.
-
(1990)
Reading Research and Instruction
, vol.29
, pp. 55-63
-
-
Stewart, R.A.1
-
40
-
-
84929066844
-
Resistance to content area reading: A focus on preservice teachers
-
Stewart, R. A., & O'Brien, D. G. (1989). Resistance to content area reading: A focus on preservice teachers. Journal of Reading, 32, 296-401.
-
(1989)
Journal of Reading
, vol.32
, pp. 296-401
-
-
Stewart, R.A.1
O'Brien, D.G.2
-
42
-
-
85044879166
-
Theorizing language teacher identity: Three perspectives and beyond
-
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4, 21-24.
-
(2005)
Journal of Language, Identity, and Education
, vol.4
, pp. 21-24
-
-
Varghese, M.1
Morgan, B.2
Johnston, B.3
Johnson, K.A.4
-
43
-
-
85187333818
-
Learning how to mean-scientifically speaking: Apprenticeship into scientific discourse in the secondary school
-
F. Christie & J. R. Martin (Eds.) London: Cassell
-
Veel, R. (1997). Learning how to mean-scientifically speaking: Apprenticeship into scientific discourse in the secondary school. In F. Christie & J. R. Martin (Eds.), Genre and Institutions: Social processes in the workplace and school (pp. 161-195). London: Cassell.
-
(1997)
Genre and Institutions: Social Processes in the Workplace and School
, pp. 161-195
-
-
Veel, R.1
-
45
-
-
0347371932
-
Genre across the curriculum
-
Wignell, P. (1994). Genre across the curriculum. Linguistics and Education, 6(4), 355-372.
-
(1994)
Linguistics and Education
, vol.6
, Issue.4
, pp. 355-372
-
-
Wignell, P.1
-
47
-
-
0000154423
-
On the reading of historical texts: Notes on the breach between school and academy
-
Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28, 495-519.
-
(1991)
American Educational Research Journal
, vol.28
, pp. 495-519
-
-
Wineburg, S.S.1
-
48
-
-
0032110805
-
Reading Abraham Lincoln: An expert/expert study in the interpretation of historical texts
-
Wineburg, S. S. (1998). Reading Abraham Lincoln: An expert/expert study in the interpretation of historical texts. Cognitive Science, 22, 319-346.
-
(1998)
Cognitive Science
, vol.22
, pp. 319-346
-
-
Wineburg, S.S.1
|