Year |
Citation |
Score |
2016 |
Reutzel DR, Jones CD, Clark SK, Kumar T. The Informational Text Structure Survey (ITS2): An exploration of primary grade teachers’ sensitivity to text structure in young children's informational texts Journal of Educational Research. 1-18. DOI: 10.1080/00220671.2014.918927 |
0.311 |
|
2014 |
Reutzel DR, Brandt L, Fawson PC, Jones CD. Exploration of the consortium on reading excellence phonics survey: An instrument for assessing primary-grade students' phonics knowledge Elementary School Journal. 115: 49-72. DOI: 10.1086/676946 |
0.328 |
|
2014 |
Jones CD, Reutzel DR. Write to Read: Investigating the Reading-Writing Relationship of Code-Level Early Literacy Skills Reading and Writing Quarterly. DOI: 10.1080/10573569.2013.850461 |
0.3 |
|
2013 |
Reutzel DR, Child A, Jones CD, Clark SK. Explicit instruction in core reading programs Elementary School Journal. 114: 406-430. DOI: 10.1086/674420 |
0.321 |
|
2013 |
Clark SK, Jones CD, Reutzel DR, Andreasen L. An Examination of the Influences of a Teacher Preparation Program on Beginning Teachers' Reading Instruction Literacy Research and Instruction. 52: 87-105. DOI: 10.1080/19388071.2012.754520 |
0.314 |
|
2013 |
Clark SK, Jones CD, Reutzel DR. Using the Text Structures of Information Books to Teach Writing in the Primary Grades Early Childhood Education Journal. 41: 265-271. DOI: 10.1007/S10643-012-0547-4 |
0.333 |
|
2013 |
Jones CD, Clark SK, Reutzel DR. Enhancing Alphabet Knowledge Instruction: Research Implications and Practical Strategies for Early Childhood Educators Early Childhood Education Journal. 41: 81-89. DOI: 10.1007/S10643-012-0534-9 |
0.318 |
|
2012 |
Jones CD, Reutzel DR. Enhanced Alphabet Knowledge Instruction: Exploring a Change of Frequency, Focus, and Distributed Cycles of Review Reading Psychology. 33: 448-464. DOI: 10.1080/02702711.2010.545260 |
0.32 |
|
2011 |
Reutzel DR, Dole JA, Read S, Fawson P, Herman K, Jones CD, Sudweeks R, Fargo J. Conceptually and methodologically vexing issues in teacher knowledge assessment Reading and Writing Quarterly. 27: 183-211. DOI: 10.1080/10573569.2011.560098 |
0.33 |
|
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