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Kucan, L., & Beck, I. L. (1997). Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research, 67(3), 271-299.
Bouwer, R., Koster, M., & van den Bergh, H. (2018). Effects of a strategy-focused instructional program on the writing quality of upper elementary students in the Netherlands. Journal of Educational Psychology, 110(1), 58.
Dieker, L. A., Delisio, L., & Bukaty, C. (2015). Tuning in with technology. In W. W. Murawski & K. L. Scott (Eds.), What really works in elementary education: Research-based practical strategies for every teacher. Thousand Oaks, CA: Corwin Press.
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Additionally, chat features where learners and educators can interact and leave comments at each exhibition can foster Communication and increase learner interaction with the content.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157–163.
Wong L.W., & Snow, C.E. (2000). What teachers need to know about language (Contract No. ED-99-CO-0008). Washington, DC: U.S. Department of Education's Office of Educational Research and Improvement, Center for Applied Linguistics.
Wong L.W., & Snow, C.E. (2000). What teachers need to know about language (Contract No. ED-99-CO-0008). Washington, DC: U.S. Department of Education's Office of Educational Research and Improvement, Center for Applied Linguistics.
Kucan, L., & Beck, I. L. (1997). Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research, 67(3), 271-299.
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