RM Winter 2017

Schultz, K., & Coleman-King, C. (2012). Becoming visible: Shifting teacher practice to actively engage new immigrant students in urban classrooms. Urban Review, 44 , 487-509. Shannan, L. E. (2013). Composing“Kid-Friendly”multimodal text: When conversations, instruction, and signs come together. Written Communication, 30 , 194-227.

Strauss, A. L., & Corbin, J. M. (1998). Basics of qualitative research: Grounded theory procedures and techniques (2nd ed.). Thousand Oaks, CA: Sage.

Reading Matters Research Matters

Sylvester, R., & Greenidge, W. (2009). Digital storytelling: Extending the potential for struggling writers. The Reading Teacher , 63 , 284-295. Tracy, K. N., & Headley, K. N. (2013). I never liked to read or write: A formative experiment on the use of a nonfiction-focused writing workshop in a fourth grade classroom. Literacy Research and Instruction, 52 (3), 173-191.  Elizabeth M. Hughes, Ph.D. , is an Assistant Professor of Education at The Pennsylvania State University. Her research addresses academic outcomes for students with learning disabilities and difficulties. She is especially interested in language of mathematics. Her research has been published in journals such as Journal of Autism and Developmental Disabilities, the Elementary School Journal, and the British Journal of Special Education. She can be reached at elizabeth.murphy.hughes@gmail.com. Lea Evering, Ph.D. has been an educator for 27 years and has taught ELA and literacy courses at both the middle school and university levels in South Carolina, North Carolina, and Pennsylvania. She currently teaches middle school in the School District of Oconee County, South Carolina located in the foothills of the Blue Ridge Mountains. She is primarily responsible for the writing and grammar portions of the ELA courses she teaches. In her spare time she enjoys hiking, tennis, and being out on the lake. He can be reached at levering@oconee.k12.sc.us.

Reading Matters | Volume 16 • Winter 2016 | scira.org | 29 |

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