Works matching IS 00340553 AND DT 2024 AND VI 59 AND IP 3
Results: 19
Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 225, doi. 10.1002/rrq.560
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Making an Influence: Sponsorship and Creolization on Social Media.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 228, doi. 10.1002/rrq.559
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A Metasynthesis of Family Literacy Scholarship: Countering and Constructing Narratives about BIPOC Families and Communities.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 526, doi. 10.1002/rrq.558
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"Nepantla is a Place Just Like the Ocean": Bilingual Teachers Explore their Identities through Multimodal and Artifactual Testimonio.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 514, doi. 10.1002/rrq.557
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Word Learning Opportunities in Preschool Storybook Apps.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 487, doi. 10.1002/rrq.556
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A Bigger Picture of Early Literacy and Biliteracy Acquisition in Abugidas: Perspectives from Asian and African Languages.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 499, doi. 10.1002/rrq.555
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Learning to Read Connections—Sensitivity to Collocation Frequency Links Vocabulary Size and Reading Comprehension in Middle Childhood.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 448, doi. 10.1002/rrq.548
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Contributions of Reading Support from Teachers, Parents, and Friends to Reading Related Variables in Academic and Recreational Contexts.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 327, doi. 10.1002/rrq.538
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The Extrema of Japanese Literacy: Beyond the Bounds of Average Reading.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 313, doi. 10.1002/rrq.536
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Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 298, doi. 10.1002/rrq.533
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Multiple Approaches to "Appropriateness": A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 468, doi. 10.1002/rrq.554
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Is There a Genetic Confound in the Relation of Home Literacy Environment with Children's Reading Skills? A Familial Control Method Approach.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 408, doi. 10.1002/rrq.553
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Gopher Tales: Re/Storying for Re/Worlding.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 386, doi. 10.1002/rrq.551
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Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 424, doi. 10.1002/rrq.546
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Structural Complexity in Adapted Reading Materials: A Study Based on the Amount of Information.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 371, doi. 10.1002/rrq.547
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Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 349, doi. 10.1002/rrq.541
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World‐Making Through a Feminist Abolitionist Lens in a STEAM Middle School Program.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 257, doi. 10.1002/rrq.532
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"Back Then it was Only Men Who Worked in These Kinds of Fields": Observing Little Sparks Through the Prism of Affect and Gender in Maker Literacies Research.
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- Reading Research Quarterly, 2024, v. 59, n. 3, p. 282, doi. 10.1002/rrq.525
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Issue Information.
- Published in:
- Reading Research Quarterly, 2024, v. 59, n. 3, p. 221, doi. 10.1002/rrq.471
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- Article