The Relationship between Explicit Verbal Explanations during Reading Skill Instruction and Student Awareness and Achievement: A Study of Reading Teacher Effects-Reference-Cited by-同舟云学术

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The Relationship between Explicit Verbal Explanations during Reading Skill Instruction and Student Awareness and Achievement: A Study of Reading Teacher Effects

Published:1986 Issue:3 Volume:21 Page:237
ISSN:0034-0553
Container-title:Reading Research Quarterly
language:
Short-container-title:Reading Research Quarterly

Author:

Duffy Gerald G.,Roehler Laura R.,Meloth Michael S.,Vavrus Linda G.,Book Cassandra,Putnam Joyce,Wesselman Roy

Publisher

JSTOR

Subject

Developmental and Educational Psychology,Education

Cited by 95 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students;Reading Research Quarterly;2024-06-04

2. The Efficacy of Two Models of Professional Development Mediated by Fidelity on Fourth Grade Student Reading Outcomes^†;Journal of Research on Educational Effectiveness;2023-03-20

3. Investigation of cognitive and metacognitive strategies used by preservice science teachers exposed to explicit and peer tutoring reading strategies instruction;International Journal of Contemporary Educational Research;2023-03-20

4. Increasing the Effectiveness of Novice Teachers;Handbook of Research on the Educator Continuum and Development of Teachers;2022-06-24

5. A brief review of the effect of reading strategy instruction on L2 reading comprehension: A discussion of types, amount, L2 proficiency, and age;Journal of Language Teaching;2022-03-10

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