Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74(1), 29-58.
Barwell, R. (2011). Word problems: Connecting language, mathematics and life. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Word_Problems.pdfEvidence-based Specially Designed Instruction in Mathematics Resources. Virginia Department of Education, 6-17.
Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), Caring classrooms/intelligent schools: The social emotional education of young children (Chapter 1). New York: Teachers College Press.
Hunt, P., Soto, G., Maier, J., Muller, E., & Goetz, L. (2002). Collaborative teaming to support students with augmentative and alternative communication needs in general education classrooms. Augmentative and Alternative Communication, 18(1), 20-35. Hurtig, R. R., Alper, R. M., Bryant, K. N. T., Davidson, K. R., & Bilskemper, C. (2019). Improving Patient Safety and Patient-Provider Communication. Perspectives of the ASHA Special Interest Groups, 4(5), 1017-1027. Icht, M., Levine-Sternberg, Y., & Mama, Y. (2020). Visual and auditory verbal long-term memory in individuals who rely on augmentative and alternative communication. Augmentative and Alternative Communication, 36(4), 238-248.
Brink, K. E., & Costigan, R. D. (2015). Oral communication skills: Are the priorities of the workplace and AACSB-accredited business programs aligned?. Academy of Management Learning & Education, 14(2), 205-221.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Fine, C. G. M., & Furtak, E. M. (2020). A framework for science classroom assessment task design for emergent bilingual learners. Science Education, 104(3), 393–420.
Kraus, N. (2016). Music, hearing, and education: From the lab to the classroom. ENT and Audiology News, 25(4), 94-96.
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.
Encouraging learners to draw as a form of synthesizing key concepts and to explain their drawings in the classroom, can support the development of Core Academic Literacies, especially when solving complex problems across content areas.
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Already a user? LOG IN
