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1ERIC ED305589: Winchester High School Excellence In Education Grant: Reading And Writing Across The Curriculum. Final Report.

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This collection of documents constitutes the final report of the first year of Winchester High School's federally funded reading and writing across the curriculum program. The project director's report presents an overview of the program and discusses anticipated and actual outcomes, including: (1) more systematic reading and writing activities in content areas; (2) consistent and positive interaction between departments; (3) cognitive improvement in reading and writing skills; (4) improvements in attitudes toward reading and writing by both teachers and students; and (5) dissemination of reading and writing strategies by members of the committee. The bulk of the rest of the report is taken up by appendixes, including an outside evaluation, a mid-year report, student writing samples from a variety of content areas, sample material distributed to teachers, and a sample of organizational framework and coordinator's log. (RS)

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  • Title: ➤  ERIC ED305589: Winchester High School Excellence In Education Grant: Reading And Writing Across The Curriculum. Final Report.
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 77.50 Mbs, the file-s for this book were downloaded 130 times, the file-s went public at Thu Dec 04 2014.

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2Instructor's Manual To Accompany Writing And Reading Across The Curriculum

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3Writing And Reading Across The Curriculum

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4ERIC ED372363: Content Reading Including Study Systems: Reading, Writing And Studying Across The Curriculum.

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Appropriate for any elementary, middle school, or high school teacher who uses reading as part of content instruction, this book describes Project CRISS (Content Reading Including Study Systems), developed in Kalispell, Montana, at School District No. 5, which focuses on teaching students how to learn through reading, with studying, and writing strategies incorporated with content instruction. Five principles are fundamental to the instructional components described in the book: incorporating practical and theoretical ideas about text organization; having students function as active learners; teaching students to use a variety of learning strategies and to monitor their own learning; considering writing as essential for content learning; and using direct instructional methods. Chapters in the book are: (1) Project CRISS; (2) Textbook Assessment; (3) Informal Assessment Procedures; (4) Generating Background Knowledge and Understanding Main Ideas; (5) Learning Guides and Writing Strategies; (6) Vocabulary; and (7) Directed Reading Thinking Activity (DRTA). Contains 34 references and a 60-item glossary. (RS)

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  • Title: ➤  ERIC ED372363: Content Reading Including Study Systems: Reading, Writing And Studying Across The Curriculum.
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 147.92 Mbs, the file-s for this book were downloaded 460 times, the file-s went public at Sat Oct 18 2014.

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5Reading And Writing Across The Curriculum : Student Workbook For An Autobiography Of Black Politics

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Appropriate for any elementary, middle school, or high school teacher who uses reading as part of content instruction, this book describes Project CRISS (Content Reading Including Study Systems), developed in Kalispell, Montana, at School District No. 5, which focuses on teaching students how to learn through reading, with studying, and writing strategies incorporated with content instruction. Five principles are fundamental to the instructional components described in the book: incorporating practical and theoretical ideas about text organization; having students function as active learners; teaching students to use a variety of learning strategies and to monitor their own learning; considering writing as essential for content learning; and using direct instructional methods. Chapters in the book are: (1) Project CRISS; (2) Textbook Assessment; (3) Informal Assessment Procedures; (4) Generating Background Knowledge and Understanding Main Ideas; (5) Learning Guides and Writing Strategies; (6) Vocabulary; and (7) Directed Reading Thinking Activity (DRTA). Contains 34 references and a 60-item glossary. (RS)

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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 247.01 Mbs, the file-s for this book were downloaded 16 times, the file-s went public at Mon May 24 2021.

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6ERIC ED291089: Thinking, Reading, And Writing Across The Curriculum.

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Instruction in reading, writing, and thinking has an important place in all classrooms. A study examined the effect of writing instruction on students' mathematics achievement, as measured by grade point average in math class and scores on the New York State Regency Competency Test in Mathematics. Subjects, 56 ninth-grade students involved in a college bound reading program in a New York City high school, received instruction in word processing, writing process, and publishing which focused on the major assignment--writing a guidebook to the state examination for other students in the school. A control group received no writing enrichment. Results showed that the writing instruction had a positive influence on students' math achievement. (Examples are included of similar projects that have been successfully carried out in English and history class.) (ARH)

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The book is available for download in "texts" format, the size of the file-s is: 7.43 Mbs, the file-s for this book were downloaded 162 times, the file-s went public at Mon Dec 22 2014.

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7Using Caldecotts Across The Curriculum : Reading And Writing Mini-lessons, Math And Science Spin-offs, Unique Art Activities, And More! / By Joan Novelli

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Instruction in reading, writing, and thinking has an important place in all classrooms. A study examined the effect of writing instruction on students' mathematics achievement, as measured by grade point average in math class and scores on the New York State Regency Competency Test in Mathematics. Subjects, 56 ninth-grade students involved in a college bound reading program in a New York City high school, received instruction in word processing, writing process, and publishing which focused on the major assignment--writing a guidebook to the state examination for other students in the school. A control group received no writing enrichment. Results showed that the writing instruction had a positive influence on students' math achievement. (Examples are included of similar projects that have been successfully carried out in English and history class.) (ARH)

“Using Caldecotts Across The Curriculum : Reading And Writing Mini-lessons, Math And Science Spin-offs, Unique Art Activities, And More! / By Joan Novelli” Metadata:

  • Title: ➤  Using Caldecotts Across The Curriculum : Reading And Writing Mini-lessons, Math And Science Spin-offs, Unique Art Activities, And More! / By Joan Novelli
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 317.18 Mbs, the file-s for this book were downloaded 46 times, the file-s went public at Tue Dec 14 2021.

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8ERIC ED347518: Reading And Writing Across The High School Science And Math Curriculum. Teaching Resources In The ERIC Database (TRIED).

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Designed to tap the rich collection of instructional techniques in the ERIC database, this compilation of lesson plans focuses on reading and writing activities for use in the high school science and math classroom. The 43 lesson plans in this book cover writing about science, reading about science, the vocabulary of science, short scientific writing assignments, long scientific writing assignments, and science and the imagination. The book includes an activities chart which indicates the focus and types of activities (such as small group activities, journal writing, poetry, vocabulary development, etc.) found in the various lessons. A 27-item annotated bibliography contains references to research and additional resources. (RS)

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The book is available for download in "texts" format, the size of the file-s is: 193.73 Mbs, the file-s for this book were downloaded 379 times, the file-s went public at Sat Nov 08 2014.

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9ERIC ED313658: PCRP II: Reading, Writing And Talking Across The Curriculum.

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This book discusses PCRP II, an integrative framework for language and literacy which teachers and administrators can use to examine, and when appropriate, to improve school and classroom practice in language use across the curriculum. Chapter 1 offers an introduction and summary. Chapter 2, "Perspectives on Theory and Practice," presents four perspectives for looking at the curriculum: learning as meaning-centered, social, language-based, and human. Chapter 3, "The Five Critical Experiences," (reading, writing, extending reading and writing, investigating language, and learning to learn) defines each experience, elaborates its specific research and theory bases, and suggests classroom activities applicable across the grades and across the curriculum, as well as activities for different grade levels and content areas. The fourth chapter, "Constructing Curriculum," addresses the integration of the five critical experiences in daily, weekly and long-range instruction and curriculum planning, and deals with ways to use the PCRP II framework as a heuristic for critical reflection on current practice and for designing units and planned courses of study. Chapter 5, "Designing Congruent Evaluation," maintains that integrative models of curriculum and learning are more likely to be successful if the evaluation program reflects these models, and proposes six principles for designing the evaluation procedures. The sixth chapter, "Implementing PRCP II through Networking," discusses the rationale for PCRP II and for the statewide plan for implementing the framework, and provides a set of specific but adaptable suggestions for how this book may be used to effect change at the level of districts, schools and individual classrooms. Twenty notes are included and an 11-page bibliography is attached. An appendix contains the report of the Pennsylvania Department of Education conference on PCRP II. (SR)

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  • Title: ➤  ERIC ED313658: PCRP II: Reading, Writing And Talking Across The Curriculum.
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  • Language: English

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10Language Guidelines : Developing Reading, Writing And Oral Skills Across The Curriculum

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126p. ; 30 cm

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  • Title: ➤  Language Guidelines : Developing Reading, Writing And Oral Skills Across The Curriculum
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The book is available for download in "texts" format, the size of the file-s is: 270.69 Mbs, the file-s for this book were downloaded 11 times, the file-s went public at Mon Nov 27 2023.

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11ERIC ED218667: Language Connections: Writing And Reading Across The Curriculum.

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Intended for use by college and university educators, this book contains theoretical ideas and practical activities designed to enhance and promote writing across the curriculum programs. Topics discussed in the 12 major chapters are (1) conceptual frameworks of the cross writing program; (2) journal writing across the curriculum; (3) writing and problem solving; (4) assigning and evaluating transactional writing; (5) audience and purpose in writing; (6) the poetic function of language; (7) using narration to shape experience; (8) readers and expressive language; (9) what every educator should know about reading research; (10) reconciling readers and texts; (11) peer critiques, teacher student conferences, and essay evaluation as a means of responding to student writing; and (12) the role of the writing laboratory. A concluding chapter provides a select bibliography on language and learning across the curriculum. (FL)

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The book is available for download in "texts" format, the size of the file-s is: 200.34 Mbs, the file-s for this book were downloaded 1064 times, the file-s went public at Wed Jan 21 2015.

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12Active Literacy Across The Curriculum : Strategies For Reading, Writing, Speaking, And Listening

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Intended for use by college and university educators, this book contains theoretical ideas and practical activities designed to enhance and promote writing across the curriculum programs. Topics discussed in the 12 major chapters are (1) conceptual frameworks of the cross writing program; (2) journal writing across the curriculum; (3) writing and problem solving; (4) assigning and evaluating transactional writing; (5) audience and purpose in writing; (6) the poetic function of language; (7) using narration to shape experience; (8) readers and expressive language; (9) what every educator should know about reading research; (10) reconciling readers and texts; (11) peer critiques, teacher student conferences, and essay evaluation as a means of responding to student writing; and (12) the role of the writing laboratory. A concluding chapter provides a select bibliography on language and learning across the curriculum. (FL)

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  • Title: ➤  Active Literacy Across The Curriculum : Strategies For Reading, Writing, Speaking, And Listening
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13Critical Thinking : Reading And Writing Across The Curriculum

xvii, 365 pages : 23 cm

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  • Title: ➤  Critical Thinking : Reading And Writing Across The Curriculum
  • Language: English

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14Writing And Reading Across The Curriculum

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xvii, 365 pages : 23 cm

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15Writing And Reading Across The Curriculum : Special 1985 Conference Theme

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xvii, 365 pages : 23 cm

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16Writing And Reading Across The Curriculum

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xvii, 365 pages : 23 cm

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17ERIC ED263521: Reading, Writing, Thinking And Creating Across The Curriculum: An Immodest Proposal.

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Based on a project concerned with studying invention across the curriculum, this paper discusses an across-the-curriculum writing program that encourages students to take control of what they are studying, contributing to what is known rather than being passively filled by it. The paper (1) challenges the current notion that creative behavior is a process somehow independent of the enduring product it struggles to produce; (2) affirms and promotes the role reading and writing have in the invention or generation of new ideas in a given discipline; (3) supports the idea that the knowledge, insights, and methodologies of several disciplines may shed light upon one another, thus enabling people to use new logics, evoke new meanings, and discover new patterns in the pursuit of knowing and thinking; and (4) offers general proposals for a new kind of program for writing across the curriculum. (EL)

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  • Title: ➤  ERIC ED263521: Reading, Writing, Thinking And Creating Across The Curriculum: An Immodest Proposal.
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 14.45 Mbs, the file-s for this book were downloaded 90 times, the file-s went public at Tue Dec 30 2014.

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18ERIC ED221252: A Report On The Tutorial Outreach Model For Reading And Writing Across The Curriculum At Los Medanos College.

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Because Los Medanos College (LMC) has no entrance tests or academic tracks, instructors are faced with mixed reading and writing levels in the classroom. LMC has elected to address this problem through a college reading and writing center and through the extensive use of peer tutors to upgrade language skills in all subject areas. In 1980, LMC began a 2-year project designed to train full-time faculty to supervise, direct, and support peer tutors. The project consisted of semester-length seminars repeated for four different sets of instructors over the 2-year period. The seminars, taught by language arts faculty, covered topics such as how to select a tutor, how to screen classes for literacy problems, and how to reinforce good reading and writing habits through appropriate classroom methods. Participating instructors selected their own tutors, who enrolled in tutor-training classes offered by the language arts faculty. Seventy percent of the full-time faculty participated in the seminars, and the number of students being tutored in content areas increased from 308 in 1980-8l to 420 in 1981-82. Students who received tutoring had higher grades and retention rates than students who were selected for tutoring but did not receive it. The project report includes an overview, discusses the purpose and background of the project, and lists outcomes and impacts on faculty, students, and tutors. Extensive appendices include a sample of seminar topics, dissemination materials, and evaluation, budget, and descriptive reports. (KL)

“ERIC ED221252: A Report On The Tutorial Outreach Model For Reading And Writing Across The Curriculum At Los Medanos College.” Metadata:

  • Title: ➤  ERIC ED221252: A Report On The Tutorial Outreach Model For Reading And Writing Across The Curriculum At Los Medanos College.
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  • Language: English

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19Writing And Reading Across The Curriculum 4th Custom Edition For York College

Because Los Medanos College (LMC) has no entrance tests or academic tracks, instructors are faced with mixed reading and writing levels in the classroom. LMC has elected to address this problem through a college reading and writing center and through the extensive use of peer tutors to upgrade language skills in all subject areas. In 1980, LMC began a 2-year project designed to train full-time faculty to supervise, direct, and support peer tutors. The project consisted of semester-length seminars repeated for four different sets of instructors over the 2-year period. The seminars, taught by language arts faculty, covered topics such as how to select a tutor, how to screen classes for literacy problems, and how to reinforce good reading and writing habits through appropriate classroom methods. Participating instructors selected their own tutors, who enrolled in tutor-training classes offered by the language arts faculty. Seventy percent of the full-time faculty participated in the seminars, and the number of students being tutored in content areas increased from 308 in 1980-8l to 420 in 1981-82. Students who received tutoring had higher grades and retention rates than students who were selected for tutoring but did not receive it. The project report includes an overview, discusses the purpose and background of the project, and lists outcomes and impacts on faculty, students, and tutors. Extensive appendices include a sample of seminar topics, dissemination materials, and evaluation, budget, and descriptive reports. (KL)

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20Classroom Discussion : Strategies For Engaging All Students, Building Higher-level Thinking Skills, And Strengthening Reading And Writing Across The Curriculum

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Because Los Medanos College (LMC) has no entrance tests or academic tracks, instructors are faced with mixed reading and writing levels in the classroom. LMC has elected to address this problem through a college reading and writing center and through the extensive use of peer tutors to upgrade language skills in all subject areas. In 1980, LMC began a 2-year project designed to train full-time faculty to supervise, direct, and support peer tutors. The project consisted of semester-length seminars repeated for four different sets of instructors over the 2-year period. The seminars, taught by language arts faculty, covered topics such as how to select a tutor, how to screen classes for literacy problems, and how to reinforce good reading and writing habits through appropriate classroom methods. Participating instructors selected their own tutors, who enrolled in tutor-training classes offered by the language arts faculty. Seventy percent of the full-time faculty participated in the seminars, and the number of students being tutored in content areas increased from 308 in 1980-8l to 420 in 1981-82. Students who received tutoring had higher grades and retention rates than students who were selected for tutoring but did not receive it. The project report includes an overview, discusses the purpose and background of the project, and lists outcomes and impacts on faculty, students, and tutors. Extensive appendices include a sample of seminar topics, dissemination materials, and evaluation, budget, and descriptive reports. (KL)

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21Reading And Writing Across The Curriculum

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Because Los Medanos College (LMC) has no entrance tests or academic tracks, instructors are faced with mixed reading and writing levels in the classroom. LMC has elected to address this problem through a college reading and writing center and through the extensive use of peer tutors to upgrade language skills in all subject areas. In 1980, LMC began a 2-year project designed to train full-time faculty to supervise, direct, and support peer tutors. The project consisted of semester-length seminars repeated for four different sets of instructors over the 2-year period. The seminars, taught by language arts faculty, covered topics such as how to select a tutor, how to screen classes for literacy problems, and how to reinforce good reading and writing habits through appropriate classroom methods. Participating instructors selected their own tutors, who enrolled in tutor-training classes offered by the language arts faculty. Seventy percent of the full-time faculty participated in the seminars, and the number of students being tutored in content areas increased from 308 in 1980-8l to 420 in 1981-82. Students who received tutoring had higher grades and retention rates than students who were selected for tutoring but did not receive it. The project report includes an overview, discusses the purpose and background of the project, and lists outcomes and impacts on faculty, students, and tutors. Extensive appendices include a sample of seminar topics, dissemination materials, and evaluation, budget, and descriptive reports. (KL)

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22Story Drama : Reading, Writing, And Roleplaying Across The Curriculum

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Includes bibliographical references

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23Writing And Reading Across The Curriculum

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24Writing And Reading Across The Curriculum. 11th Ed

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25Content Area Reading, Writing, And Storytelling : A Dynamic Tool For Improving Reading And Writing Across The Curriculum Through Oral Language Development

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26Thinking Globally : Writing And Reading Across The Curriculum

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27Content Reading Including Study Systems : Reading, Writing And Studying Across The Curriculum

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Focuses on teaching students how to learn through reading, with studying, and writing strategies incorporated with content instruction

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28ERIC ED461852: Improving Reading And Writing Skills In Language Arts Courses And Across The Curriculum. High Schools That Work Research Brief.

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The 1998 "High Schools That Work" (HSTW) assessment contains good and bad news about the reading performance of the 23,900 career-bound students who participated in the assessment at experienced HSTW sites. Based on these findings, this research brief answers the following three questions: What progress are HSTW's sites making in advancing students' reading achievement? What conditions are associated with higher reading achievement? and How can schools get at least 85% of career-bound students to meet the HSTW reading goal? The brief first discusses reading achievement at HSTW sites, then focuses on some experiences associated with higher achievement in reading, and finally enumerates what districts and schools can do to improve the reading achievement of career-bound students. (Includes 5 tables and 2 figures.) (NKA)

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29Language Connections : Writing And Reading Across The Curriculum

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Bibliography: p. 179-188

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30Writing And Reading Across The Curriculum : Special 1985 Conference Theme

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Bibliography: p. 179-188

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31Writing And Reading Across The Curriculum

Bibliography: p. 179-188

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32Writing And Reading Across The Curriculum

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Includes bibliographical references (p. 872-877) and index

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33Writing And Reading Across The Curriculum, Brief Edition

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Includes bibliographical references (p. 872-877) and index

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34Writing And Reading Across The Curriculum

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35Talk For Writing In Secondary Schools How To Achieve Effective Reading Writing And Communication Across The Curriculum

Includes bibliographical references (p. 872-877) and index

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36Writing And Reading Across The Curriculum

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Includes bibliographical references (p. 872-877) and index

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37Writing And Reading Across The Curriculum

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Includes bibliographical references (p. 872-877) and index

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Source: The Open Library

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1Writing and Reading Across the Curriculum

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“Writing and Reading Across the Curriculum” Metadata:

  • Title: ➤  Writing and Reading Across the Curriculum
  • Authors: ➤  
  • Language: English
  • Number of Pages: Median: 792
  • Publisher: ➤  Little, Brown - Pearson - Addison-Wesley - HarperCollins - HarperCollinsCollegePublishers - Longman - Pearson Custom Pub. - Pearson/Longman - Pearson Education, Limited - Pearson Longman - Longman Publishers - Harlow - Addison-Wesley Pub (Sd) - Scott, Foresman
  • Publish Date: ➤  
  • Publish Location: ➤  New York - New York City, NY - Boston, MA - Glenview, Ill - Needham Heights, MA - Boston - Harlow

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Access and General Info:

  • First Year Published: 1982
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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