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55th yearbook of the National Reading Conference

Author: James V Hoffman; National Reading Conference (U.S.)
Publisher: Oak Creek, Wis. : National Reading Conference, Inc., 2006.
Series: Yearbook of the National Reading Conference, 55th.
Edition/Format:   eBook : Document : EnglishView all editions and formats

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Genre/Form: Conference papers and proceedings
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: James V Hoffman; National Reading Conference (U.S.)
OCLC Number: 1037544336
Description: 1 online resource (391 pages : illustrations, portraits)
Contents: New literacies, reading research, and the challenges of change: a deictic perspective / Donald J. Leu --
New literacies, new times: how do we describe and teach the forms of literacy knowledge, skills, and values people need for new times? / Brian V. Street --
What does culture have to do with it? / Victoria Purcell-Gates --
Critical participatory action research and the literacy achievement of ethnic minority groups / Ernest Morrell --
"So that you'll be good readers": ESL teachers' classroom discourses about reading / Megan Madigan Peercy --
Children transact with biography: reader response styles of elementary school students / Mary Starrs Armstrong --
High stakes assessment and writing instruction / Diane Barone --
Students' experience of dialogic tensions in responding to multicultural literature / Richard Beach, Amanda Haertling Thein, Daryl Parks --
Mentoring in the political and cultural world of academia: an exploration of the experiences of literacy educators / Mark Cobb [and others] --
Problematizing adolescent literacies: four instances, multiple perspectives / Mark Dressman [and others] --
Working with teachers to change the literacy instruction of Latino students in urban schools / Georgia Earnest García [and others] --
E-literature and the digital engagement of consciousness / Rebecca Luce-Kapler [and others] --
Critical performative literacies: intersections among identities, social imaginations and discourses / Carmen L. Medina --
Connections across literacy and science instruction in early childhood education: interweaving disciplines in pre-service teacher education / Karla J. Möller, Barbara Hug --
Tutoring: a personal and professional space for preservice teachers to learn about literacy instruction / Denise N. Morgan, Beverly Timmons, Maria Shaheen --
Power in cultural modeling: building on the bilingual language practices of immigrant youth in Germany and the United States / Marjorie Faulstich Orellana, H. Julia Eksner --
From pre-service to In-service: the evolution of literacy teaching practices and beliefs in novice teachers / Michelle Pierce, Francesca Pomerantz --
Understanding the paradoxical relationship between domain specificity of in-service literacy teachers' epistemological beliefs and their instructional practices / Gaoyin Qian, Liqing Tao --
Constructs underlying word selection and assessments tasks in the archival research on vocabulary instruction / Judith A. Scott, Shira Lubliner, Elfrieda H. Hiebert --
Teacher scaffolding of first-graders' literary understanding during read alouds of fairytale variants / Lawrence R. Sipe, Anne E. Brightman --
Scientific literacy and commercial reading programs: an analysis of text and instructional guidance / Martha L. Smith [and others] --
"I want to meet my students where they are!": preservice teachers' visions of culturally responsive literacy instruction / Jennifer D. Turner --
Redesigning literacy preservice education at four institutions: a three-year collaborative project / Mark D. Vagle [and others] --
Facilitating or limiting? The role of politeness in how students participate in an online classroom discussion / Ming-Lung Yang [and others].
Series Title: Yearbook of the National Reading Conference, 55th.
Other Titles: Fifty-fifth yearbook of the National Reading Conference
Yearbook of the National Reading Conference
National Reading Conference yearbook 55
Responsibility: edited by James V. Hoffman [and others] ; with the editorial assistance of Robert T. Jimenez [and others].
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