E-mail: Instructional potentials and learning opportunities

Reading and Writing Quarterly

Volumn 18, Issue 3, 2002, Pages 285-288

  Tao, Liqing ^a   Boulware, Beverly ^b  

^a CITY UNIVERSITY OF NEW YORK   (United States)

^b WESTERN KENTUCKY UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85008862740     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/07487630290061836     Document Type: Article

References (9)

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2. Bonk, C. J., & King, I. S. (Eds.). (1998). Electronic collaborative: Learner-centered technologies for literacy, apprenticeship, and discourse. Mahwah. NJ: Erlbaum.
3. Heath, S. B. (1991). The sense of being literate: Historical and cross-cultural features. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research. Vol. 2 (pp. 3-25). Mahwah, NJ: Lawrence Erlbaum Associates.
4. McKeon, C. A. (2001). E-mail as a motivating literacy event for one struggling reader: Donna's case. Reading Research and Instruction, 40, 185-202.
5. Tao, L., & Boulware, B. (Spring/Summer 2001). Why e-mail applications in self-contained classrooms are beneficial. Kentucky Reading Journal, 15-19.
6. Tao, L., & Reinking, D. (2000). Issues in technology: E-mail and literacy education. Reading and Writing Quarterly: Overcoming Learning Difficulties, 16, 169-174.
7. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
8. Wepner, S., & Tao, L. (2002). From master teacher to master novice: Shifting responsibilities in technology-infused classrooms. The Reading Teacher, 55(7), 2-12.
9. Wilkinson, L. C., & Silliman, E. R. (2000). Classroom language and literacy learning. In M. Kamil, P. Mosenthal, D. Pearson, & R. Bai r (Eds.), Handbook of reading research. Vol. 3 (pp. 337-360). Mahwah, NJ: Lawrence Erlbaum Associates.