{"title":"早期读写课堂中的逐步释放:对新兴双语学生的语言考虑","authors":"Joseph C Rumenapp, P. Morales","doi":"10.1108/S2048-045820190000010008","DOIUrl":null,"url":null,"abstract":"Originality/Value of Paper – This chapter brings nuance to the GRR model by demonstrating that there is a difference between the GRR of metacognitive strategies in reading instruction and the way they are represented through diverse semiotic repertoires.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"42 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Gradual Release in the Early Literacy Classroom: Taking Languaging into Account with Emergent Bilingual Students\",\"authors\":\"Joseph C Rumenapp, P. Morales\",\"doi\":\"10.1108/S2048-045820190000010008\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Originality/Value of Paper – This chapter brings nuance to the GRR model by demonstrating that there is a difference between the GRR of metacognitive strategies in reading instruction and the way they are represented through diverse semiotic repertoires.\",\"PeriodicalId\":426874,\"journal\":{\"name\":\"The Gradual Release of Responsibility in Literacy Research and Practice\",\"volume\":\"42 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-08-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Gradual Release of Responsibility in Literacy Research and Practice\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/S2048-045820190000010008\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Gradual Release of Responsibility in Literacy Research and Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/S2048-045820190000010008","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Gradual Release in the Early Literacy Classroom: Taking Languaging into Account with Emergent Bilingual Students
Originality/Value of Paper – This chapter brings nuance to the GRR model by demonstrating that there is a difference between the GRR of metacognitive strategies in reading instruction and the way they are represented through diverse semiotic repertoires.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
