Bibliographic Details
| Title: |
Re-Conceptualizing Literacy Instruction to Accelerate |
| Language: |
English |
| Authors: |
Robertson, Dana A., Ford-Connors, Evelyn, Dougherty, Susan, Paratore, Jeanne R. |
| Source: |
Literacy Research, Practice and Evaluation. 2020. |
| Availability: |
Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: https://books.emeraldinsight.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2020 |
| Document Type: |
Reports - Descriptive |
| Descriptors: |
Literacy Education, Reading Difficulties, Reading Skills, Educational Change, Educational Practices |
| DOI: |
10.1108/S2048-045820200000011012 |
| Abstract: |
Practical Implications: By re-conceptualizing their approaches to working with struggling readers, teachers increase the likelihood that students will not only develop component skills related to reading but also integrate these components and develop the conceptual expertise that anchors future reading and learning. [For the complete volume, "What's Hot in Literacy: Exemplar Models of Effective Practice. Literacy Research, Practice and Evaluation. Volume 11," see ED614707.] |
| Abstractor: |
As Provided |
| Entry Date: |
2021 |
| Accession Number: |
ED614801 |
| Database: |
ERIC |
