As a part of my RDG 640 Seminar in Research, I was given the assignment to create a timeline of the events leading up to and culminating with my pursuit of this doctorate. Creating the timeline gave me the opportunity to reflect on my progress thus far and also helped me remember and refocus my end goal. I thought this would be a great post to share with you all, because Habakkuk 2:2 says: " and the Lord answered me: "Write the vision; make it plain on tablets, so he may run with it who reads it. " I will reflect on this goal, update, and edit it as necessary.
In 2013, I was given a letter of non-renewal from my school district. The letter stated that If I did not find a job by the end of the school year, I would not have a job and my contract would be terminated. At this point in my life and my career I was a single parent, had a deceased ex-husband who had suffered from mental illness and truly was never much help. I had been in education for about 15 years but had only obtained a masters degree to receive an extra 1000.00 a year. I was truly doing nothing to make myself marketable. It was at this point that I was forced to make a lateral move in my career (it truly was a blessing in disguise though) I began working and learning at my new job and had vowed to never be in the place again where I would have to take a position in desperation. I pursued a second masters in advanced literacy with a reading specialist certification. I then applied for and received a promotion to become a k-2 instructional specialist. In 2015, I began work as an instructional specialist. I was responsible for coaching, training and mentoring 8 educators. I learned a lot in this position and began thinking about how I could continue to learn my job better. (this position is not a contracted position which means that if funding for the position ends, so does the job.) I already had the impending mission to keep making myself marketable and noticed that several people that were in higher positions, positions that I would love to be in; had their doctorates. It had become a bucket list "thing to do", before but I'd never felt ready to commit to the workload nor level of work it would take to complete it. My children are going up and completing and/or beginning college, now is the perfect time to commit. In 2016, I applied for and was accepted into the doctoral program with Texas A&M-Commerce. I am learning and growing with every course. I am applying what I learn to work and life. My residency is teaching me what I need to do to be a thought leader in my field and I am gaining the experience necessary to be a leader in my department and/or move into top positions in other departments within my current school district and (if available) outside of my district. I have even considered becoming a consultant. I have submitted proposals to conferences and spoken at the district, local, and statewide level. I have found that I love doing this and will continue. I have also found that I love working with new and novice educators and would love to do this as an instructor at the graduate level at some point. My goals are constantly being molded and reshaped as I learn and experience more. Stay tuned to some exciting announcements to come as I pursue them.. Thank you for reading. Feel free to leave feedback.
0 Comments
In my last blog post I wrote about the process I went through to submit my manuscript to TALE for their yearbook which is published in October. I wrote and reflected on the process and how I was learning as I was working through the process. I mentioned my first thoughts were that I was just writing a transcript of my presentation and during the review process I began to realize that I was truly writing an article for publication. I was excited about the thought of my first opportunity to be a published author, I got the email this week. It stated: Dear Pearl, Thank you for submitting your manuscript entitled, I’ve Completed a Read-Aloud; Now What Can I Do with It?, to the 2017 TALE Yearbook. Educators and literacy professionals reviewed each manuscript in a double-blind process. The numerous manuscripts submitted illustrate the important work being conducted in literacy. Unfortunately, after considering the reviewers’ comments and recommendations, the Editorial Board is not able to include your work in this year’s publication. I was excited initially because they said that I was accepted pending some revisions. I will admit, I did feel a bit discouraged because of the thought of being published being squashed. I reflected on conversations I had had with different people about the process and the encouragement that I had received when I mentioned it. I kinda felt like I had let some folks down. Things at work are changing and our department is growing, being published was one way (I thought) to help me stand out. I also had to reflect on the fact that I had gone through this process totally wrong. I could not help but think about how I had gone about this writing the wrong way and how difficult it actually was to write this piece in the first place. That is what helped me to feel better about this rejection. I am a beginning writer, this was my first piece of writing to ever be submitted for a publication, this will not be the last time I try. This publication was looking for research articles and I submitted a presentation article. Basically I wrote for the wrong audience. It is time for me to be getting deeper into research related to my dissertation so, I will try to narrow that topic down and submit again. I will also try to find a platform that will accept what I have written. Photo Credits: http://www.hatch-finance.com/ Thanks for reading... Feel free to leave a comment... I have the opportunity to be published! I has submitted a manuscript of my presentation: "I've completed a read-aloud: now what can I do with it". I like the idea of seeing my writing being made public, so I jumped at the chance to do it even though I don't have much experience yet. TALE publishes a yearbook annually. Presenters from TALE conferences are asked to write a manuscript to submit to be a part of the yearbook. I decided to submit. I consider this opportunity a good way to get some writing practice done to prepare for dissertation writing. My goal is to write something that I can use later in actual dissertation writing. It would be a good feeling to be able to cite myself in my research. (big dreams, I have them; you should too) So, I begin writing. I started by outlining the order of the slides in my deck of the presentation. It took a while because it was always an afterthought and course work and work took precedence. I finally finished and submitted it for review. It was accepted, but with revisions needed. I do mean a lot. I had to rewrite the abstract, add a keywords list, change the conclusion, change the whole manuscript from first person to third person, and redo the entire reference list. I as still very excited that they did not say no. I did get some good feedback and that was very encouraging. One reviewer said that my paper had great potential. I have learned that my first mistake was thinking that my manuscript was just a transcript of my presentation. Once I realized that it was truly and indeed an article for a publication it was just a bit easier to understand the revisions that were needed. The organization also gave me a contact person to go to if I needed help. I have made all the requested edits and just resubmitted. I am excited about the next steps and I am looking forward to becoming a published writer. The yearbook is going to be published in October. Thank your for reading. I'd love your feedback.. As I complete year one of my studies, I need to take a moment to reflect on where I am so far. I originally began this blog as a writing assignment in my first class and have for the most part continued to write and update it weekly, well; in the last few months I have slacked off to about monthly. It was my goal to sit and devote Sunday evenings to writing something new in regards to my studying as I explore possible dissertation topics. I do know and understand that the task of coming up with a research question is not one to take lightly and I also know that as I learn the idea will change and grow. I have also learned through talking to other doc students that its a good idea to write about and publish some of my ideas in regards to what topics I think I want to explore in my research. I have submitted a manuscript and am waiting on feedback on that and will continue to send in proposals to present my work at conferences both locally and statewide. I think it would be cool if I write something that I can use in my actual dissertation.
I am still exploring the read-aloud and now I want to look at the link between reading aloud to children, comprehension and vocabulary instruction in early elementary classrooms which has lead me to the topic of close reading. Close reading allows the instruction of both ideas (vocabulary and comprehension) to be looked at with a closer lens. This is where the beauty and luxury of my job come into play. As I work with teachers I am wanting to explore and research the best practices that they display when teaching reading/language arts. I am wondering how many teachers use reading aloud daily with children and how they conduct their vocabulary and comprehension lessons. I also want to see how many are familiar with close reading. I will do action research with the result of this information and then progress from there with my dissertation topic. In my coaching conversations with teachers I want to understand how and why they use the best practices they use to understand how best to serve them. It is my goal to help improve teachers classroom instruction which in turn improves student academic achievement.-- the ultimate goal. I am coming into year two of my studies excited about what I am learning and am beginning to see how theories, concepts, and ideas correlate to each other. I am looking forward to what the next year will bring. I am also working on how to apply what I am learning to my job and become a go to person for more of the specialist that I work with. It is time to venture out and share the learning I am receiving with others on plateforms both inside my workspace and out. I know and believe that your "gift" will make room for you and if I am hiding it then its not even good for me. It is also a goal of mine as I get into year two of my doc studies and year three of my job as a specialist to seek out opportunities for growth and for opportunities to share my knowledge with others in as many ways as possible. I am a thought leader and my thoughts are meant to be shared. Thank you for reading. I would love your feedback. I have been working on a seminar presentation for my latest class. The topic is close reading. I have done a little bit of reading on the topic and it just makes sense that teachers would use this idea for teaching children to read deeply and express their thoughts both verbally and in writing about the different types of texts they encounter during their matriculation through each grade level. Although the idea of close reading has primarily been done in secondary education, it can be and has been adapted for use with elementary school classrooms. I will spend the rest of my time writing what I have learned about close reading. What is Close Reading? According to Fisher & Frey (2012) close reading is an instructional routine in which students critically examine a text, especially through repeated readings. It is basically a way for readers to take a deeper look at what they are reading. The idea is that they discover a deeper meaning of the text with each repeated read. Close reading is not a new concept. It began in the mid twentieth century. It is not a stand-alone routine it is meant to be embedded in your literacy practices. (I.e. interactive read-alouds and shared readings, teacher modeling and think-alouds, guided reading with leveled texts) What are Features of a Close Reading? In order to effectively implement a close reading there are some key features that you need to have. Those key features are short passages, complex text, limited frontloading, repeated readings, text dependent questions, and annotation. Each of these features are an important part of an effective close reading. There are some modifications that need to be made to make close reading effective for elementary school setting and I will discuss them further as necessary. Short Passages For close reading to be effective, students need to have a condensed version of a text to work with. This text can come from a longer piece of text or can be a stand-alone reading. The idea is that they take a close reading of a text that is anywhere from one paragraph to no more than 3 or 4 (that is also depending upon the grade and reading levels of your students). Students should be able to spend time reading and rereading the text without stamina being a problem. The amount of text is also determined by the age and grade level of your students. Complex Text The text that are chosen for close reading seem to be more difficult for students—at the instructional level of most of the class. An adaptation for elementary classrooms would be for that text to be at the independent level of most students and that text would first be read as a shared reading with the teacher and the students to help with the complexity of the text for the students who might have a lower reading level. The same text teachers might choose as a good read-aloud; the ones with the rich vocabulary, a true story structure, complex plot and your informational text are good for close reading. Limited frontloading Frontloading is basically, setting up the text. Teachers, especially elementary teachers do this before reading to get students reading to read the text they are giving. With close reading, secondary teachers just allow students to read through the text and then have an initial discussion which leads to the set up for the second and third readings of the text. For elementary students, there can be some limited frontloading. Frontloading may be necessary when students need to know the meaning of words and phrases to understand and follow the flow of the reading. Multiple meaning words may have students confused if they know one meaning of the word but not the one related to the meaning in the text they are reading. Repeated Readings Burkins & Yaris, (2016) say that repeated readings are rereading for the purpose of recognizing details and nuances of text that may go unnoticed during a cursory first read so that new understandings and insights may reveal themselves. This is more than just rereading for the sake of increasing stamina and building fluency although that is also accomplished here. With close reading, each repeated reading has a specific purpose and children are reading again to look for something specific they may not have seen with the first and subsequent readings of the text. Text Dependent Questions To address text dependent questions, we use the QAR: Question-Answer Relationship (Raphael & Au, 2005) strategy. This strategy uses four different types of questions to direct student thinking starting with:
Secondary and college students have been taught to “take notes” while reading. They may circle, underline, or highlight words and/or phrases in the text that stand out to them as important. They also make notes in the margins or with graphic organizers. Elementary aged students can be taught to annotate text as early as kindergarten. It would start as a shared or interactive experience. One suggestion was to use wiki sticks to underline key ideas in shared text read from big books. As students get older they learn to do that themselves in their own text and then move to using pencils, colored pencils, highlighters, or crayons to underline text. Eventually students will be underlining and circling key ideas that have been modeled for them. With a gradual release of responsibility happens by 4th and 5th grade. What is the close reading process? Close reading is repeated reading with each repeated reading getting more specific with the types of questions being asked. The repeated readings can happen over a few days or at separate time in one day (if the passage lends itself to that). The initial reading for elementary students can be a shared reading and a basic introduction of the text, remembering not to do too much setting up of the text or at the secondary level the students begin the initial reading of the text with minimal frontloading of the text by the teacher. The next reading is done after a specific purpose for reading – in the form of a question– is posed. Finally, another set up with a specific questions to begin a final reading of the text. As students are reading, they are making notes either on a separate document or on directly on the text to help them focus on the purpose for that reading. Conclusion Close reading helps give students the skills necessary to synthesize new information with information already in their schema. It helps build habits that good readers need to be able to engage with a complex piece of text. The key features of a close reading lend themselves to a deeper understanding of text. Students learn to read for specific purposes while practicing the reading skills all good readers have. Close reading is not a standalone reading practice. It goes along with several instructional practices. Starting in kindergarten, students can begin using and practicing reading for specific purposes and begin to understand that some texts need to be read and reread to be totally comprehended. Thank you for reading... Fisher & Frey (2012). Close reading in elementary schools. The Reading Teacher. 66179-188 DOI: 10.1002/TRTR.01117 Raphael, T.E., & Au, K.H. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59, 206-221. Photo Credits: http://www.adhd-app.com/2012/12/14/study-tips-for-children-with-adhd/ As a classroom teacher, I noticed that although my students were improving academically there was one area where even my top students were struggling; that area was vocabulary. My students were not scoring well. When I noticed that, knew there was something that I needed to do. That is when I began to research ways to improve my student’s vocabulary scores which meant that I needed to improve the way that I taught vocabulary. I started to be more intentional when planning vocabulary instruction and focused on it every day as a routine. The scores improved a little and students even retained and transferred the meaning of some of the words they learned. They still were not using the words in their own writing and speaking but that was another goal. I found that reading aloud books — books that caught my attention, mostly narratives— gave me a way to introduce words to the students that they otherwise would never hear. “Read-aloud expose children to a multitude of new words.” (McKenzie, 2014) I would talk about the words before I read the book and sometimes while I was reading. I did this, it worked the students loved it and would want to read the books that I had read to them again and again, and again. When I became an instructional specialist I remembered how my students loved to hear me read and found that using the read-aloud was a good way to teach a mini lesson to any child. That was when I decided to research how many different skills I could teach using it. I realized that I was on the right track when using the read-aloud to help with vocabulary instruction and that there was a way to introduce phonemic awareness, phonics, comprehension, and fluency. I can take those mini lessons and extend them into an activity or a simple anchor chart to help student remember the skills induced with the story I have read to them. I am pursuing my doctorate and for the purposes of my research topic I am going back to my first love, vocabulary instruction. “Vocabulary development is one of the top areas of focus for a child to learn to read and a central goal for primary grade students.” (McKenzie, 2014) I am now researching ways to implement explicit vocabulary instruction with the use of the read-aloud as a tool along with graphic organizer, anchor charts, and other ways to help students develop knowledge of words. “Vocabulary development is dependent on vocabulary knowledge.” (McKenzie, 2014) I believe that this will build word consciousness in students and that students will learn to read, write, and speak the vocabulary words they have learned. Thank you for reading. Feel free to leave a comment. McKenzie, Ellen. "Vocabulary Development Using Visual Displays: Visual Displays Can support Vocabulary Development In Unique And Creative Ways.". Dimensions of Early Childhood Vol 42.No 2 (2014): 12-17. Print. I am a Kindergarten – Second grade Instructional Specialist for the Dallas Independent School District. I work with kindergarten, first, and second grade teachers at 3 of Dallas’ IR (Improvement Required) and ACE (Accelerated Campus Excellence) elementary schools. My role as a specialist is to coach, mentor, and train the k-2 teachers at those campuses. I am a certified reading specialist but I also work with every core subject of the elementary grades. I have been in education for 19 years and have taught special education, 1st, 2nd, 3rd, 4th, & 5th grades. I have been an instructional specialist for the last 2 years.
Look. As an instructional specialist, I have been trained by educators who were a part of the Reading First Movement. A result of that training my love for the use of the read-aloud was revived. As a classroom teacher I used the read-aloud to introduce various key reading skills and modeled key reading strategies. In my work with teachers, I have noticed that teachers do not or very seldom use the read-aloud, even for the simply enjoyment of reading. I want to reintroduce the read-aloud to teachers. I am also noticing a lack of systematic vocabulary instruction. I have been reading and studying research from researchers like William Nagy and Judith Scott and want to train teachers on vocabulary processes using read-alouds as a tool to introduce and model this very critical comprehension skill. Think. I have created some mini lessons with some of my favorite children's books that I use to model ways that teachers can teach vocabulary skills to their students. I have also gathered some resources that I can send to them if they want to plan their own mini lesson using the read-aloud book of their choice. I want to show them that there are various ways to teach basic reading skills so that they have more options than the Basal that they use day to day. I am also thinking about how I can do deeper research on the topic of using read-alouds to teach vocabulary acquisition. Act. What I want to do is work with some of my teachers to model and train them on ways they can maximize their use of the read-aloud as a best practice in reading instruction. I want to do a study to see if my work with the teachers using the read-aloud can possibly increase students vocabulary acquisition. I would like to use teachers that are willing and who are already using this practice and compare them to teachers who are not (for whatever reason). I believe that using the read-aloud will help students increase their word knowledge at a rate that is faster than the student whose teachers are not already using this practice. This excerpt is from a first draft of an article for my Reading Process course. I will update this excerpt. Thank you for reading... I am still working on this read-aloud idea and I continue reading about what activities you as educators can complete along with them. I think the read-aloud is something that needs to be revisited. There are so many ways that the read-aloud can be used to model lessons for children in a safe and engaging way. This time I will focus on interactive read-alouds with non-fiction text-more, specifically- the think-aloud- to help students learn how to think about their thinking (metacognition) when they are reading informational (nonfiction) texts. I read an article written by Erin L. McClure and Susan King Fullerton titled: "Instructional Interactions: Supporting Students' Reading Development Through Interactive Read-Alouds of Informational Texts. In this article I saw a pattern of what good teachers do consistently when conducting a read-aloud and how they are able to model their thinking and thus are able to teach their students how to think for themselves when reading an informational text. To paraphrase the authors, "the goals of an interactive read-aloud is to expose students to a variety of text, model fluent reading and meaning making strategies, encourage communication to facilitate understanding, lift the level of student thinking, and demonstrate behaviors students will be able to use independently in texts." In my reading I am finding that the interactive read-aloud is a good tool to use with students of varied age levels to model the thinking process of good readers in a safe way, As I have stated before, when wanting to conduct a read-aloud there are some things to take into consideration for those read-alouds to have the maximum benefit for the students. You would want to...
During your read-aloud, you will model your thinking, focus on key ideas and vocabulary you want to highlight, and stop periodically for student to have the opportunity to interact with the text. (consider these stopping points when you are planning) Its important to establish routines and have a structure to make your classroom a place where students feel comfortable enough to engage with the text, share their thoughts, and participate in conversations about the text. Your goal is to begin to allow your students to engage in whole group conversations about informational texts. Rosenblatt (2013) said: " textual interpretation is socially situated as readers transact with the text by relying on their unique experiences, which mediates the construction of mean." Basically what is being said is that each student is allowed to learn and share information when they spent time sharing (interacting) with the text. Students are developing their understanding by listening to their classmate's thought and sharing their own. The idea of the read-aloud/think-aloud is that you as the educator have the opportunity to co-construct meaning with your students by using the gradual release of responsibility. ( model, practice with a partner or small group, and sharing with the whole group) The read-aloud is a good scaffold for creating a safe place for students to apply their thoughts about the texts they are reading. Using the read-aloud is an aid to cultivate students independent reading. Thanks for reading... McClure, Erin L., and Susan King Fullerton. "Instructional Interactions: Supporting Students’ Reading Development Through Interactive Read-Alouds Of Informational Texts". The Reading Teacher (2017): n. pag. Web. I read an article titled: "Interactive read-alouds: Is there a common set of implementation practices?" (2004) The article is written about a study done with 25 expert teachers doing read-alouds with their students. The article showed seven things expert teachers consistently did when reading aloud to students. Today I want to write about those seven things expert teachers did to implement their read-alouds to students. The expert teachers chose books that were appropriate. They made sure the purpose for reading was clearly stated. The teachers were animated and expressive when reading. They stopped to ask questions. They were able to make connections for independent reading and writing. Here are each of the components explained.
Text Selection: The books selected for the read-aloud were purposefully chosen. The expert teacher took student interest, age appropriateness, and content into account when selections were made. They made sure to include books with rich vocabulary to further the impact of these read-alouds. Preview and Practice: The expert teacher read through the books they selected. While reading they practiced stopping points to model fluent reading and making stopping for questions a natural transition during reading. They were able to also stop to discuss difficult vocabulary that might otherwise mess up the flow of the story because student stop comprehending when they don't know or are unsure of the meaning of the word or words. These teachers also stopped to let students write those words in a vocabulary journal. The expert teachers knew when, where, and how to add animation and expression because of this pre-reading. Clear Purpose Established: Beginning with the book's introduction, the expert teachers clearly stated and restated the purpose for reading the selected book. It was very clear what the purpose for reading would be. The expert teachers used some of their planned stopping points to restate the purpose. These teachers also had anchor charts, word walls, or areas in their room that had evidence of the skill being previously taught and made sure to help the student focus on the purpose by referring to the charts or areas as well. Fluent Reading Modeled: It was very evident that the teachers had followed step two (read the book before hand) because they were able to fluently read the books to the students. Things like, mispronunciations were taken care of by this pre-reading. The flow of the story is flawless with practice and students get the full benefit of the read-aloud when the educator is prepared. Students also learn what fluent reading looks and sounds like. Animation and Expression: Each of the other components of effective interactive read-alouds need to be present for this component to have maximum effect. It is hard to measure animation and expression but when a teacher is prepared--by having pre-read the book--she knows when and what types of animations and expressions will bring home the purpose. You can show expression and animation during reading, like lowering or raising your voice with the correct intonation helps to keep students engaged with the text being read aloud. Discussing the Text: This is a strategy for uses before, during, and after the read-aloud to help students interact with the text. The article states that the expert teachers used a balance of efferent and aesthetic questions - efferent meaning, about details from the text and aesthetic meaning, making the text connect to the students' lives. Modeling good questions before, during, and after a read-aloud is a good way to show students how to ask themselves questions when they read. As teacher prepare for the read-aloud getting a good balance of these questions is a good way to reinforce the skill of questioning. Independent Reading and Writing: The expert teachers where able to connect what they had read to the students independent reading and writing time. They used ideas like, providing time for student to write in their journal about their favorite parts of the story, or creating an alternate ending to the story they heard. Students were also able to revisit vocabulary words and ideas that were written down during the reading. Some students were given independent reading time to read books that had the same or similar topics or themes. Some other students were also given the option to research other ideas related to the topic or purpose the expert teacher gave for the read-aloud. To ensure that each of these components are effectively completed the article mentions that the expert teacher did things like place post-it notes with key questions, vocabulary words or ideas in the book where a reminder was needed. The article ended with some questions for further research that kind of caught my attention as a possible dissertation topic or at least something to explore further. The questions were:
Thank you for reading. Feel free to leave me a comment. Fisher, Douglas et al. "Interactive Read-Alouds: Is There A Common Set Of Implementation Practices?". The Reading Teacher 58.1 (2004): 8-17. Web. I am a presenter at the 2017 TALE Conference at Texas A&M-Corpus Christi. I chose to speak about the read-aloud. The read-aloud is probably the easiest structure to use for a classroom teacher. It can go along with whatever reading program is already in place. "Read-aloud is a teaching structure that introduces students to the joy of constructing meaning from text." (Burkins & Yaris 2016) Reading aloud to children has a wealth of benefits but my focus will be on what activities can be done with the read-aloud once we have read the book. My presentation will start with a read-aloud. One of my new favorite children's books is "How Rocket Learned to Read." by Tad Hills. I chose this book because there is a character in the book who uses a read-aloud to hook the student (Rocket) to want to learn to read. I want the teachers to get a visual of how powerful a read-aloud can be. Research says that a read-aloud is a good way to build oral language and to cultivate rich vocabulary that some of our children come to us lacking. Research also tells us that children from professional households have better vocabulary because of the conversations and exposure to opportunity they have at home. The reverse is true for those from lower income households. I have previously written about some types of read-alouds and I will briefly discuss them during my presentation. I will focus on the:
Completing a read-aloud is more than just grabbing a book from the shelf and beginning to read to students -- believe me, I've done it more times than I'd care to share with you here-- its is best done after a little bit of being intentional. For the maximum benefit the educator needs to prepare and present. In an effort to prepare the educator can:
Lester Laminack says: "To make read-aloud intentional I believe that we must be as thoughtful in our planning as we are when selecting manipulatives for mathematics or when establishing the flow of classroom." (2009) When we are intentional about the read-aloud we can move away from the basal driven classroom and use this structure to benefit the students we teach. Thank you for reading. Burkins, Jan Miller and Kim Yaris. Who's Doing The Work?. 1st ed. Print. Trelease, Jim. The Read-Aloud Handbook. 1st ed. Harmondsworth, Middlesex, England: Penguin Books, 1982. Print. |
AuthorPearl Garden, Ed.D has completed her dissertation research involving understanding the vocabulary instruction practices of early grade teachers. She has a passion for the new and novice educator, and it is her goal to help educators tackle the achievement gap with her research findings. She will use this blog to share what she has learned in “pearls of literacy”. The ideas come from her dissertation titled “A Content Analysis of the Vocabulary Instruction Habits by Early Grade Teachers”. Archives
January 2024
Categories |