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Refined by: Journal Title: The Reading Teacher remove subject: Writing remove
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1
Reading, writing, and mapping our worlds into being: shared teacher inquiries into whose literacies count: teachers can use students' lived experiences as a bridge to literacies learning and the mandated curriculum of the classroom
Reading, writing, and mapping our worlds into being: shared teacher inquiries into whose literacies count: teachers can use students' lived experiences as a bridge to literacies learning and the mandated curriculum of the classroom
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Reading, writing, and mapping our worlds into being: shared teacher inquiries into whose literacies count: teachers can use students' lived experiences as a bridge to literacies learning and the mandated curriculum of the classroom

The Reading teacher, 2010-03, Vol.63 (6), p.452 [Peer Reviewed Journal]

COPYRIGHT 2010 International Literacy Association ;COPYRIGHT 2010 International Literacy Association ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.63.6.2

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2
Supporting informational writing in the elementary grades: as students progress from kindergarten to fifth grade, their writing of information reports will grow in competence and sophistication if teachers adopt a varied, purposeful instructional framework
Supporting informational writing in the elementary grades: as students progress from kindergarten to fifth grade, their writing of information reports will grow in competence and sophistication if teachers adopt a varied, purposeful instructional framework
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Supporting informational writing in the elementary grades: as students progress from kindergarten to fifth grade, their writing of information reports will grow in competence and sophistication if teachers adopt a varied, purposeful instructional framework

The Reading teacher, 2011-03, Vol.64 (6), p.406 [Peer Reviewed Journal]

COPYRIGHT 2011 International Literacy Association ;COPYRIGHT 2011 International Literacy Association ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.64.6.2

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3
What makes writing good? An essential question for teachers: teachers should question and critique "expert" views of what makes writing good, especially when teaching elementary students
What makes writing good? An essential question for teachers: teachers should question and critique "expert" views of what makes writing good, especially when teaching elementary students
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What makes writing good? An essential question for teachers: teachers should question and critique "expert" views of what makes writing good, especially when teaching elementary students

The Reading teacher, 2011-02, Vol.64 (5), p.318 [Peer Reviewed Journal]

COPYRIGHT 2011 International Literacy Association ;COPYRIGHT 2011 International Literacy Association ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.64.5.2

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4
WRITING WORKSHOP IN PRESCHOOL: Acknowledging Children as Writers
WRITING WORKSHOP IN PRESCHOOL: Acknowledging Children as Writers
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WRITING WORKSHOP IN PRESCHOOL: Acknowledging Children as Writers

The Reading teacher, 2012-03, Vol.65 (6), p.392-401 [Peer Reviewed Journal]

Copyright © 2012 International Reading Association ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1002/TRTR.01059

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5
Information book read-alouds as models for second-grade authors: focused read-alouds can be a valuable method for scaffolding genre knowledge
Information book read-alouds as models for second-grade authors: focused read-alouds can be a valuable method for scaffolding genre knowledge
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Information book read-alouds as models for second-grade authors: focused read-alouds can be a valuable method for scaffolding genre knowledge

The Reading teacher, 2010-12, Vol.64 (4), p.246 [Peer Reviewed Journal]

COPYRIGHT 2010 International Literacy Association ;COPYRIGHT 2010 International Literacy Association ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.64.4.3

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6
Does a Visor an Editor Make?
Does a Visor an Editor Make?
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Does a Visor an Editor Make?

The Reading teacher, 2010-12, Vol.64 (4), p.286-286 [Peer Reviewed Journal]

2010 International Reading Association, Inc. ;2010 International Reading Association ;COPYRIGHT 2010 International Literacy Association ;COPYRIGHT 2010 International Literacy Association ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.64.4.9

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7
An effective framework for primary-grade guided writing instruction: by using this framework for guided writing lessons, teachers can help students to bridge the gap between whole-class writing instruction and their own active engagement in successful, independent writing
An effective framework for primary-grade guided writing instruction: by using this framework for guided writing lessons, teachers can help students to bridge the gap between whole-class writing instruction and their own active engagement in successful, independent writing
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An effective framework for primary-grade guided writing instruction: by using this framework for guided writing lessons, teachers can help students to bridge the gap between whole-class writing instruction and their own active engagement in successful, independent writing

The Reading teacher, 2008-12, Vol.62 (4), p.324 [Peer Reviewed Journal]

COPYRIGHT 2008 International Literacy Association ;COPYRIGHT 2008 International Literacy Association ;ISSN: 0034-0561 ;EISSN: 1936-2714

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8
Integrating Writing and Mathematics
Integrating Writing and Mathematics
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Integrating Writing and Mathematics

The Reading teacher, 2011-04, Vol.64 (7), p.521-529 [Peer Reviewed Journal]

2011 International Reading Association, Inc. ;2011 International Reading Association ;COPYRIGHT 2011 International Literacy Association ;COPYRIGHT 2011 International Literacy Association ;Copyright Int Reading Association Apr 2011 ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.64.7.6 ;CODEN: REDTAH

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9
A Challenge to Write
A Challenge to Write
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A Challenge to Write

The Reading teacher, 2011-02, Vol.64 (5), p.374-374 [Peer Reviewed Journal]

2011 International Reading Association, Inc. ;2011 International Reading Association ;COPYRIGHT 2011 International Literacy Association ;COPYRIGHT 2011 International Literacy Association ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.64.5.11

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10
Generous reading: seeing students through their writing: generous reading as an assessment method provides a bridge to more formal writing for English-language learners who are not yet ready for a critical review
Generous reading: seeing students through their writing: generous reading as an assessment method provides a bridge to more formal writing for English-language learners who are not yet ready for a critical review
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Generous reading: seeing students through their writing: generous reading as an assessment method provides a bridge to more formal writing for English-language learners who are not yet ready for a critical review

The Reading teacher, 2010-05, Vol.63 (8), p.634 [Peer Reviewed Journal]

COPYRIGHT 2010 International Literacy Association ;COPYRIGHT 2010 International Literacy Association ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.63.8.2

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11
Reciprocity Between Reading and Writing: Strategic Processing as Common Ground
Reciprocity Between Reading and Writing: Strategic Processing as Common Ground
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Reciprocity Between Reading and Writing: Strategic Processing as Common Ground

The Reading teacher, 2011-04, Vol.64 (7), p.546-549 [Peer Reviewed Journal]

2011 International Reading Association, Inc. ;2011 International Reading Association ;COPYRIGHT 2011 International Literacy Association ;COPYRIGHT 2011 International Literacy Association ;Copyright Int Reading Association Apr 2011 ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.64.7.12 ;CODEN: REDTAH

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12
Teaching for Writing Expository Responses to Narrative Texts
Teaching for Writing Expository Responses to Narrative Texts
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Teaching for Writing Expository Responses to Narrative Texts

The Reading teacher, 2012-03, Vol.65 (6), p.381-386 [Peer Reviewed Journal]

Copyright © 2012 International Reading Association ;2012 International Reading Association ;Copyright Blackwell Publishing Ltd. Mar 2012 ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1002/TRTR.01057 ;CODEN: REDTAH

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13
Journal for Corduroy: Responding to Literature
Journal for Corduroy: Responding to Literature
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Journal for Corduroy: Responding to Literature

The Reading teacher, 2010-12, Vol.64 (4), p.298-301 [Peer Reviewed Journal]

2010 International Reading Association, Inc. ;2010 International Reading Association ;COPYRIGHT 2010 International Literacy Association ;COPYRIGHT 2010 International Literacy Association ;Copyright Int Reading Association Dec 2010/Jan 2011 ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.64.4.13 ;CODEN: REDTAH

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14
A Model for Scaffolding Writing Instruction: IMSCI
A Model for Scaffolding Writing Instruction: IMSCI
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A Model for Scaffolding Writing Instruction: IMSCI

The Reading teacher, 2010-09, Vol.64 (1), p.47-52 [Peer Reviewed Journal]

2010 International Reading Association, Inc. ;2010 International Reading Association ;COPYRIGHT 2010 International Literacy Association ;COPYRIGHT 2010 International Literacy Association ;Copyright Int Reading Association Sep 2010 ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.64.1.5 ;CODEN: REDTAH

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15
Using Literature to Teach Measurement
Using Literature to Teach Measurement
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Using Literature to Teach Measurement

The Reading teacher, 2011-09, Vol.65 (1), p.58-70 [Peer Reviewed Journal]

Copyright © 2011 International Reading Association ;2011 International Reading Association ;Copyright Blackwell Publishing Ltd. Sep 2011 ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.65.1.8 ;CODEN: REDTAH

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16
A Race With Grace: Sports Poetry in Motion
A Race With Grace: Sports Poetry in Motion
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A Race With Grace: Sports Poetry in Motion

The Reading teacher, 2010-11, Vol.64 (3), p.219-222 [Peer Reviewed Journal]

2010 International Reading Association, Inc. ;2010 International Reading Association ;COPYRIGHT 2010 International Literacy Association ;COPYRIGHT 2010 International Literacy Association ;Copyright Int Reading Association Nov 2010 ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.64.3.12 ;CODEN: REDTAH

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17
Suggest-Choose-Plan-Compose: A Strategy to Help Students Learn to Write
Suggest-Choose-Plan-Compose: A Strategy to Help Students Learn to Write
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Suggest-Choose-Plan-Compose: A Strategy to Help Students Learn to Write

The Reading teacher, 2011-03, Vol.64 (6), p.451-455 [Peer Reviewed Journal]

2011 International Reading Association, Inc. ;2011 International Reading Association ;COPYRIGHT 2011 International Literacy Association ;COPYRIGHT 2011 International Literacy Association ;Copyright Int Reading Association Mar 2011 ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.64.6.8 ;CODEN: REDTAH

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18
Taking on the Role of Questioner: Revisiting Reciprocal Teaching
Taking on the Role of Questioner: Revisiting Reciprocal Teaching
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Taking on the Role of Questioner: Revisiting Reciprocal Teaching

The Reading teacher, 2010-12, Vol.64 (4), p.278-281 [Peer Reviewed Journal]

2010 International Reading Association, Inc. ;2010 International Reading Association ;COPYRIGHT 2010 International Literacy Association ;COPYRIGHT 2010 International Literacy Association ;Copyright Int Reading Association Dec 2010/Jan 2011 ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.64.4.6 ;CODEN: REDTAH

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19
Intentional Spelling: Seven Steps to Eliminate Guessing
Intentional Spelling: Seven Steps to Eliminate Guessing
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Intentional Spelling: Seven Steps to Eliminate Guessing

The Reading teacher, 2011-04, Vol.64 (7), p.531-534 [Peer Reviewed Journal]

2011 International Reading Association, Inc. ;2011 International Reading Association ;COPYRIGHT 2011 International Literacy Association ;COPYRIGHT 2011 International Literacy Association ;Copyright Int Reading Association Apr 2011 ;ISSN: 0034-0561 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.64.7.7 ;CODEN: REDTAH

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20
Comprehending, Composing, and Celebrating Graphic Poetry
Comprehending, Composing, and Celebrating Graphic Poetry
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Comprehending, Composing, and Celebrating Graphic Poetry

The Reading teacher, 2011-02, Vol.64 (5), p.351-357 [Peer Reviewed Journal]

2011 International Reading Association, Inc. ;2011 International Reading Association ;COPYRIGHT 2011 International Literacy Association ;COPYRIGHT 2011 International Literacy Association ;Copyright Int Reading Association Feb 2011 ;ISSN: 0034-0561 ;ISSN: 1936-2714 ;EISSN: 1936-2714 ;DOI: 10.1598/RT.64.5.6 ;CODEN: REDTAH

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