Digging Deeper: Understanding the Reading and Motivational Profiles of Students Who Do Not Demonstrate Proficiency on State-Mandated Reading Assessments-Reference-Cited by-同舟云学术

Digging Deeper: Understanding the Reading and Motivational Profiles of Students Who Do Not Demonstrate Proficiency on State-Mandated Reading Assessments

Published:2018-11-17 Issue:8 Volume:39 Page:855-878
ISSN:0270-2711
Container-title:Reading Psychology
language:en
Short-container-title:Reading Psychology

Author:

Smith Hiawatha D.¹,Miller Samuel D.²

Affiliation:

1. University of Wisconsin River Falls, River Falls, Wisconsin;

2. University of North Carolina at Greensboro, Greensboro, North Carolina

Publisher

Informa UK Limited

Subject

Linguistics and Language,Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02702711.2018.1552433

Reference50 articles.

1. Allington, R. L. (2009). Literacy policies that are needed: Thinking beyond No Child Left Behind. In Y. Goodman & J. Hoffman (Eds.), Changing literacies, changing times: A historical perspective on the future of reading research, public policy, and classroom practices. (pp. 266-281). New York: Routledge.

2. Unintended Effects of Educational Reform in New York

3. Dimensions of Children's Motivation for Reading and Their Relations to Reading Activity and Reading Achievement

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