In Event: Poster Session 2

Division C - Learning and Instruction / Division C - Section 1a: Literacy

6. An Unconventional Look at Conventions Instruction - Heather Tiffany Hebard, University of Washington - Seattle; Kerri Wingert, University of Washington - Seattle; Misty Anne Winzenried, University of Washington; Julia R. Daniels, University of Washington - Seattle

7. Audience Awareness in Seventh Graders' Argumentative Writing: The Effects of Discipline and Explicit Audience-Cuing - Ran Wei, Harvard University

8. Change Over Time in Co-Constructed Writing: A Microgenetic Perspective - Sinead J Harmey, Queens College; Emily M. Rodgers, The Ohio State University; Jerome V. D'Agostino, The Ohio State University; Ian A. G. Wilkinson, Ohio State University

9. Common Core English Language Arts Instructional Adaptations in Odds-Beating Elementary and Middle Schools: Multiple-Case Study Findings - Kristen C. Wilcox, University at Albany - SUNY; Rebecca L Benjamin, University at Albany - SUNY

10. Developing Students' Literacy Practices and Scientific Understandings With Text-Dependent Investigations in Diverse Secondary Science Classrooms - Willard R. Brown, WestEd; Cynthia L. Greenleaf, WestEd; Stacy A. Marple, WestEd; Frances E. Reade, WestEd; Irisa Charney-Sirott, WestEd

11. Evaluative Misalignment of Students' Writing Assessment Criteria: Hypothesized Consequences and Causes - Rod D. Roscoe, Arizona State University Polytechnic; Laura K. Allen, Arizona State University; Melissa Patchan, Georgia State University

12. Teaching Writing in Grades 7–9 in Urban Schools in the Greater China Region - Tien Ping Hsiang, University of Macau; Steve Graham, Arizona State University; Ping Man Wong, University of Macau

13. How Is Prewriting Being Taught in the Secondary Classroom? - Kelly Rippard, Old Dominion University

14. Investigation of an Embedded Planning Tool for Tier 3 Literacy Instruction - Yan Wei, Southern Connecticut State University; Allison Lombardi, University of Connecticut; Brandi Simonsen, University of Connecticut; Michael N. Faggella-Luby, University of Connecticut; Michael D. Coyne, University of Connecticut; Jennifer Freeman, University of Connecticut

15. Literacy Playshop in a K–1 Classroom: Multimodal Literacy's Place in Teaching and Assessment - Tolga Kargin, Indiana University - Bloomington; Christy Wessel-Powell, University of Missouri - St. Louis; Karen E. Wohlwend, Indiana University - Bloomington; Ya-Huei Lu, Indiana University - Bloomington

16. Looking Across Two Literacy Randomized Controlled Trials: Is Self-Reporting of Fidelity a Viable Alternative to Direct Observations? - Lisa Hall Foster, Liberty University

17. Repeated Reading Fluency Intervention in the Reading Achievement of High School Deaf Readers - Barbara R. Schirmer, The College of Saint Rose; Laura Schaffer, Michigan School for the Deaf; William J. Therrien, University of Virginia; Todd N. Schirmer, Napa State Hospital

18. Scaffolding in Literacy Learning and Teaching: The Impact of Teacher Responsiveness During Writing on First-Grade Students' Literacy Learning - Katherine Brownfield, The Ohio State University - Columbus; Emily M. Rodgers, The Ohio State University; Jerome V. D'Agostino, The Ohio State University; Ian A. G. Wilkinson, Ohio State University

19. Systematic Review of the Relationship Between Elementary School Students' Oral Language Skills and Writing Quality - Erik Scott Rawls, Florida State University; Samantha Tackett-Bradt, Florida State University; Guillermo J. Farfan, Florida State University

20. The Nature of Literacy Instruction of Teachers With Varying Beliefs About Including English Language Learners - Brie Doyle, University of Maryland - College Park; Jennifer Letcher Gray, Marymount University; Rebecca Deffes Silverman, University of Maryland - College Park; Patrick Proctor, Boston College

21. The Reading Apprenticeship: A Truly Personalized Intervention for Struggling Readers - Nancy Flanagan Knapp, University of Georgia