A mixed-methods investigation of third and sixth graders’ academic sentence knowledge
Author:
Affiliation:
1. Department of Educational Specialties , University of Nevada, Reno , Reno , NV , USA
2. Department of Middle, Secondary, and Mathematics Education , James Madison University , Harrisonburg , VA , USA
Abstract
Publisher
Walter de Gruyter GmbH
Subject
Linguistics and Language
Link
https://www.degruyter.com/document/doi/10.1515/jwl-2023-0022/pdf
Reference76 articles.
1. Arciuli, Joanne. 2018. Reading as statistical learning. Language, Speech, and Hearing Services in Schools 49. 634–643. https://doi.org/10.1044/2018_lshss-stlt1-17-0135.
2. Baker-Bell, April. 2020. Linguistic justice: Black language, literacy, identity, and pedagogy. London: Routledge.
3. Barr, Christopher D., Paola Uccelli & Emily P. Galloway. 2019. Specifying the academic language skills that support text understanding in the middle grades: The design and validation of the core academic language skills construct and instrument. Language Learning 69(4). 978–1021. https://doi.org/10.1111/lang.12365.
4. Baumann, James F. 1986. Teaching third-grade students to comprehend anaphoric relationships: The application of a direct instruction model. Reading Research Quarterly 21(1). 70–90. https://doi.org/10.2307/747961.
5. Best, Rachel M., Michael Rowe, Yasuhiro Ozuru & Danielle S. McNamara. 2005. Deep-level comprehension of science texts: The role of the reader and the text. Topics in Language Disorders 25(1). 65–83. https://doi.org/10.1097/00011363-200501000-00007.
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