Antia, S. D., Stinson, M. S., & Gaustad, M. G. (2002). Developing membership in the education of deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 7(3), 214-229.
Oxley, E., & McGeown, S. (2023). Reading for pleasure practices in school: children's perspectives and experiences. Educational Research, 65(3), 375-391.
Oxley, E., & McGeown, S. (2023). Reading for pleasure practices in school: children's perspectives and experiences. Educational Research, 65(3), 375-391.
Accordino, D. B., & Accordino, M. P. (2011). An exploratory study of face-to-face and cyberbullying in sixth grade students. American Secondary Education, 40(1), 14-30.
Accordino, D. B., & Accordino, M. P. (2011). An exploratory study of face-to-face and cyberbullying in sixth grade students. American Secondary Education, 40(1), 14-30.
Students with ADHD may exhibit difficulty in following classroom behavior expectations and routines even if they have increased Attention due to ongoing differences in the patterns of brain development in areas responsible for inhibitory control.
Establishing large and diverse classroom libraries, particularly with series books, is crucial for empowering student independence and promoting student engagement in independent reading.
Social Awareness & Relationship Skills are essential for forming and maintaining positive relationships so that peers and educators can become learning partners.
By creating patterns, new knowledge such as vocabulary, narrative structures, or classroom processes can be more readily encoded and retrieved in Long-term Memory while promoting engagement.
By creating patterns, new knowledge such as vocabulary, narrative structures, or classroom processes can be more readily encoded and retrieved in Long-term Memory while promoting engagement.
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