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When teachers differentiate reading instruction for fifth grade students: Impacts on academic achievement, social and personal development

机译：当教师区分了五年级学生的阅读教学时：对学术成就，社会和个人发展的影响

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作者
Samms, Pamela;
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作者单位

Argosy University/Sarasota;

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授予单位 Argosy University/Sarasota;
学科
学位 Ed.D.
年度 2009
页码 179 p.
总页数 179
原文格式 PDF
正文语种 eng
中图分类 AAI3384616;
关键词
Academic achievement; Differentiated instruction; Qualitative analysis; Reading; Reading instruction; Social development;

机译：学术成就;差异化指示;定性分析;读;阅读指令;社会发展;

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2. Promoting Reading Achievement and Countering the âFourth-Grade Slumpâ: The Impact of Direct Instruction on Reading Achievement in Fifth Grade [J] . Jean Stockarda* Journal of Education for Students Placed at Risk (JESPAR) . 2010,第3期

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3. Teacher Quality or Quality Teaching? Eighth Grade Social Studies Teachers’ Professional Characteristics and Classroom Instruction as Predictors of U.S. History Achievement [J] . Paul G. Fitchett, Tina L. Heafner RMLE Online . 2018,第9期

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4. Comparisons between students' learning achievements of their conventional instruction and the science, technology and social conceptual instructional design on digestion system issue of secondary students at the 10th grade level [C] . Supattra Wichalek, Kanokporn Chayaburakul, Toansakul Santiboon International Conference of Science Educators and Teachers . 2018

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5. Third and fourth grade teacher practices in cognitive and emotional /social development, their students' opportunities for emotional /social development, and academic self -concept moderated by students' mothers' level of education and time reading at home [D] . Santos, Carol A. 2009

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机译：疯狂教授的阅读游戏与直接教学方法对学生阅读成绩的影响比较 udSMA N 11三宝垄十年级的案例 ud在2012/2013学年 ud ud

When teachers differentiate reading instruction for fifth grade students: Impacts on academic achievement, social and personal development

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