Beyond the red pen: A functional grammar approach to evaluating the written language of deaf students-Reference-Cited by-同舟云学术

Beyond the red pen: A functional grammar approach to evaluating the written language of deaf students

Published:2019-09-03 Issue:3 Volume:57 Page:459-474
ISSN:0033-3085
Container-title:Psychology in the Schools
language:en
Short-container-title:Psychol. Schs.

Author:

Kilpatrick Jennifer Renée¹^ORCID,Wolbers Kimberly A.²

Affiliation:

1. Department of Exceptional, Deaf, and Interpreter Education, College of Education and Human ServicesUniversity of North FloridaJacksonville Florida

2. Department of Theory and Practice in Teacher Education, College of Education, Health, and Human ServicesUniversity of TennesseeKnoxville Tennessee

Funder

Institute of Education Sciences

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22289

Reference63 articles.

1. Developing teacher capacity for serving ELLs' writing instructional needs: A case for systemic functional linguistics;Aguirre‐Muñoz Z.;Bilingual Research Journal,2008

2. Written Language of Deaf and Hard-of-Hearing Students in Public Schools

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