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Reading Teacher | 1 |
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George, MariAnne | 3 |
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Raphael, Taffy | 1 |
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Raphael, Taffy; Florio-Ruane, Susan; George, MariAnne – 2001
This report addresses how literacy teachers can teach everything that their students need to develop the foundational skills and strategies of literacy, without sacrificing a focus on higher-level thinking about substantive content and good literature. It also addresses the impact on student learning when teachers use a literature-based reading…
Descriptors: Case Studies, Diversity (Student), Grade 3, Instructional Innovation
Peer reviewed
Raphael, Taffy E.; Florio-Ruane, Susan; George, MariAnne – Language Arts, 2001
Notes that finding time for skills instruction without replacing literature discussion and writers' workshop requires a strong organizational framework for literacy instruction. Suggests that teachers need principled, conceptual frameworks to guide their thoughts and actions. Describes a framework, Book Club Plus, designed by a practitioner…
Descriptors: Classroom Techniques, Grade 3, Literacy, Primary Education
Peer reviewed
Raphael, Taffy E.; Florio-Ruane, Susan; Kehus, Marcella J.; George, MariAnne; Hasty, Nina Levorn; Highfield, Kathy – Reading Teacher, 2001
Draws on the Teachers Learning Collaborative (a network of three teacher study groups across southeastern Michigan) to illustrate the potential of teacher research for informing the field, as well as to demonstrate a particular model within which such research can be accomplished. (SG)
Descriptors: Curriculum Development, Higher Education, Reading Instruction, Research Methodology