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Read Alouds Across Grade Levels: A Closer Look.

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Title: Read Alouds Across Grade Levels: A Closer Look.
Authors: DeJulio, Samuel1 samuel.dejulio@utsa.edu, Martinez, Miriam1 miriam.martinez@utsa.edu, Harmon, Janis1 janis.harmon@utsa.edu, Wilburn, Marcy1 marcy.wilburn@utsa.edu, Stavinoha, Megan1 Megan.Stavinoha@utsa.edu
Source: Literacy Practice & Research. 2022, Vol. 47 Issue 2, p1-28. 28p.
Subject Terms: *Reading comprehension, *Grade levels, *Middle school teachers, *Elementary school teachers
Abstract: The article presents the discussion on research providing support for the assertion revealing a positive relationship between being read to and reading achievement. Topics include addressing the importance of delivering instruction in advance of the child's current level of skill; and sharing authority with children by promoting reciprocal, conversational exchanges generating new perspectives, active listening, and collaborative thinking with the text.
Database: Education Research Complete
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  – Type: pdflink
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Header DbId: ehh
DbLabel: Education Research Complete
An: 159223438
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Data: Read Alouds Across Grade Levels: A Closer Look.
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  Data: <searchLink fieldCode="AR" term="%22DeJulio%2C+Samuel%22">DeJulio, Samuel</searchLink><relatesTo>1</relatesTo><i> samuel.dejulio@utsa.edu</i><br /><searchLink fieldCode="AR" term="%22Martinez%2C+Miriam%22">Martinez, Miriam</searchLink><relatesTo>1</relatesTo><i> miriam.martinez@utsa.edu</i><br /><searchLink fieldCode="AR" term="%22Harmon%2C+Janis%22">Harmon, Janis</searchLink><relatesTo>1</relatesTo><i> janis.harmon@utsa.edu</i><br /><searchLink fieldCode="AR" term="%22Wilburn%2C+Marcy%22">Wilburn, Marcy</searchLink><relatesTo>1</relatesTo><i> marcy.wilburn@utsa.edu</i><br /><searchLink fieldCode="AR" term="%22Stavinoha%2C+Megan%22">Stavinoha, Megan</searchLink><relatesTo>1</relatesTo><i> Megan.Stavinoha@utsa.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Literacy+Practice+%26+Research%22">Literacy Practice & Research</searchLink>. 2022, Vol. 47 Issue 2, p1-28. 28p.
– Name: Subject
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  Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Grade+levels%22">Grade levels</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+teachers%22">Middle school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+school+teachers%22">Elementary school teachers</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The article presents the discussion on research providing support for the assertion revealing a positive relationship between being read to and reading achievement. Topics include addressing the importance of delivering instruction in advance of the child's current level of skill; and sharing authority with children by promoting reciprocal, conversational exchanges generating new perspectives, active listening, and collaborative thinking with the text.
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=159223438
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      – Code: eng
        Text: English
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        PageCount: 28
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      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Grade levels
        Type: general
      – SubjectFull: Middle school teachers
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      – SubjectFull: Elementary school teachers
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      – TitleFull: Read Alouds Across Grade Levels: A Closer Look.
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            NameFull: DeJulio, Samuel
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            NameFull: Martinez, Miriam
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            NameFull: Harmon, Janis
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            NameFull: Wilburn, Marcy
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            – D: 01
              M: 05
              Text: 2022
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              Value: 47
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            – TitleFull: Literacy Practice & Research
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