The effect of talk and instructional mode on enhancing secondary English students’ interpretation of, response to, and appreciation for short fiction
Reading practices in high school English language arts should lead students to write richer, more developed responses to literature. Teacher-led, reflective, and performance-based instructional modes were combined with either talk or writing to produce six activities for enhancing response. A repeat...
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| Language: | en_US |
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2006
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| Online Access: | http://hdl.handle.net/1993/291 |