Evidence-Based Strategies/Approaches for Readers and Writers Connected to Areas of Literacy and Causal Factors (Including Higher-Order Thinking Skills (HOTS), Communication (Co), Visual support (V), Explicit instruction (E), and Scaffolding (S)).-Reference-Cited by-同舟云学术

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Evidence-Based Strategies/Approaches for Readers and Writers Connected to Areas of Literacy and Causal Factors (Including Higher-Order Thinking Skills (HOTS), Communication (Co), Visual support (V), Explicit instruction (E), and Scaffolding (S)).

Published:2024-05-20 Issue: Volume: Page:211-220
ISSN:
Container-title:Literacy Instruction for Students Who are Deaf and Hard of Hearing
language:en
Short-container-title:

Author:

Beal Jennifer S.,Dostal Hannah M.,Easterbrooks Susan R.

Publisher

Oxford University PressOxford

Link

https://academic.oup.com/book/chapter-pdf/58766414/oso-9780198879114-appendix-1.pdf

Reference964 articles.

1. The teaching and learning of multimeaning words within a metacognitively based curriculum.;American Annals of the Deaf,2010

2. Instruction in text structure: Metacognitive strategy instruction for literacy development in deaf students.;ACEHI/ACEDA,1988

3. An investigation of two-way text messaging use with deaf students at the secondary level.;Journal of Deaf Studies and Deaf Education,2006

4. Recognition and comprehension of multiple-meaning words: Examining a vocabulary intervention with hard of hearing students.;American Annals of the Deaf,2021

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