The Influence of Sustained, School-Based Professional Development on Explicit Reading Comprehension Strategy Instruction
Author:
Affiliation:
1. College of Education, Reading and Elementary Education, The University of North Carolina at Charlotte, Charlotte, North Carolina, USA
2. Division of Elementary, Literacy, and Secondary Education, George Mason University, Fairfax, Virginia, USA
Publisher
Informa UK Limited
Subject
Linguistics and Language,Developmental and Educational Psychology,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/02702711.2021.1939820
Reference56 articles.
1. CPMs: A Kinesthetic Comprehension Strategy
2. Interactive, Collaborative Professional Development in Early Literacy Instruction: Supporting the Balancing Act
3. Making implicit practice explicit: How do upper secondary teachers describe their reading comprehension strategies instruction?
4. School-based teacher professional development to transform the teaching of reading comprehension: an Irish case study
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