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Who Counts as a Writer: An Examination of Teacher, Parent, and Child Perceptions of Writing during the Preschool Years - Anna Hall, Clemson University; Ying Guo, University of Cincinnati; Kelley White, College of Charleston
“Investing in teachers”: Teachers’ writing identities and decisions to leave the profession - Marilyn McKinney, University of Nevada, Las Vegas
Engaging Teacher Candidates in a Content Analysis of Informational Texts from Their Communities - Shelley Xu, California State University, Long Beach
“How to broahê yo tey”: Writing informational texts with young children in Botswana - Lynne Watanabe, Arizona State University; Meghan Block, Central Michigan Univeristy
A Case Study Examining the Use of TED Talks to Develop Multiliterate Students - Matt Hollibush, Mount Saint Mary College; J. David Gallagher, Mount Saint Mary College; Matthew Freedman, Newburgh Free Academy
Students’, Teachers’, and Librarians’ Views on the Concept of Multiliteracies - Annette Ukkola, University of Oulu; Siinamari Tikkinen, University of Oulu; Mariam Jean Dreher, University of Maryland; Riitta-Liisa Korkeamäki, University of Oulu
Exploring Pre-service Teacher’s Perceptions of Reading Aloud Multicultural Children’s Books to Preschool Children: Challenges and Possibilities - Xiufang Chen, Rowan University
Exploring educators’ articulated attitudes and beliefs about linguistically diverse students, teaching, and learning: New methodological possibilities for exploring attitudes-in-context - Kate T Anderson, Arizona State University; Megan Hoelting, Arizona State University; Eric Ambroso, Arizona State University
Diggin Deeper: An understanding of non-proficient minority students through reading and motivational profiles - Hiawatha Smith, University of NC Greensboro; Samuel Miller, University of NC Greensboro
Reading Achievement and Motivation Development: Gender Differences Across Third, Fourth, and Fifth Grade Chilean Students - Pelusa Orellana, Universidad de los Andes; Paula Baldwin, Universidad de los Andes