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What happens when a teacher uses Metalanguage to teach spelling?

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What happens when a teacher uses Metalanguage to teach spelling?

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What Happens When a Teacher Uses Metalanguage to Teach Spelling? on JSTOR

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Tessa Daffern, What Happens When a Teacher Uses Metalanguage to Teach Spelling?, The Reading Teacher, Vol. 70, No. 4, Advocating for All Children (January/February 2017), pp. 423-434

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Theory and Research into practice: Developmental-Spelling Research: A systematic Imperative 

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Theory and Research into practice: Developmental-Spelling Research: A systematic Imperative 

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Journal Information

Reading Research Quarterly (RRQ) is the leading peer-reviewed professional research journal for those committed to scholarship on questions of literacy among learners of all ages. RRQ supports the spirit of inquiry that is essential to the ongoing development of literacy research, and provides a forum for multidisciplinary research, alternative modes of investigation, and variant viewpoints about the nature of literacy practices and policies of diverse groups of persons around the world. RRQ is available to individuals as a benefit of membership in the International Reading Association. Current issues are available from the association in both print and online forms.

Publisher Information

The International Literacy Association is a professional membership organization dedicated to promoting high levels of literacy for all by improving the quality of reading instruction, disseminating research and information about reading, and encouraging the lifetime reading habit. Members include classroom teachers, reading specialists, consultants, administrators, supervisors, university faculty, researchers, psychologists, librarians, media specialists, and parents. The Association publishes several peer-reviewed journals and numerous books, offers a range of professional meetings worldwide, and provides a variety of other services to the education community.

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Theory and Research into Practice: Developmental-Spelling Research: A Systematic Imperative on JSTOR

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Journal Information Reading Research Quarterly (RRQ) is the leading peer-reviewed professional research journal for those committed to scholarship on questions of literacy among learners of all ages. RRQ supports the spirit of inquiry that is essential to the ongoing development of literacy research, and provides a forum for multidisciplinary research, alternative modes of investigation, and variant viewpoints about the nature of literacy practices and policies of diverse groups of persons around the world.

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Early Literacy Research: Findings Primary-Grade Teachers will want to know 

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Early Literacy Research: Findings Primary-Grade Teachers will want to know 

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EARLY LITERACY RESEARCH: Findings Primary-Grade Teachers Will Want to Know on JSTOR

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D. Ray Reutzel, EARLY LITERACY RESEARCH: Findings Primary-Grade Teachers Will Want to Know, The Reading Teacher, Vol. 69, No. 1, Innovative & Integrated Instruction (July/August 2015), pp. 14-24

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Reading and Language in the Early Grades 

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Reading and Language in the Early Grades 

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Catherine E. Snow and Timothy J. Matthews

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Reading and Language in the Early Grades on JSTOR

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How does literacy develop in children’s early years, and what programs or practices promote adequate literacy for all children? These are the questions Cath...

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Promoting Literacy During Play by Designing Early childhood Classroom Environments

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Promoting Literacy During Play by Designing Early childhood Classroom Environments

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Promoting Literacy during Play by Designing Early Childhood Classroom Environments on JSTOR

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Lesley Mandel Morrow, Muriel K. Rand, Promoting Literacy during Play by Designing Early Childhood Classroom Environments, The Reading Teacher, Vol. 44, No. 6 (Feb., 1991), pp. 396-402

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How do I write? Scaffolding Preschoolers Early Writing Skills 

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How do I write? Scaffolding Preschoolers Early Writing Skills 

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HOW DO I WRITE ...?: Scaffolding Preschoolers' Early Writing Skills on JSTOR

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Sonia Q. Cabell, Laura S. Tortorelli, Hope K. Gerde, HOW DO I WRITE ...?: Scaffolding Preschoolers' Early Writing Skills, The Reading Teacher, Vol. 66, No. 8 (May 2013), pp. 650-659

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Reading and Language in the Early Grades

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Reading and Language in the Early Grades

# data[].attributes.attachment_link.authors[].name
Catherine E. Snow and Timothy J. Matthews

# data[].attributes.attachment_link.title
Reading and Language in the Early Grades on JSTOR

# data[].attributes.attachment_link.description
How does literacy develop in children’s early years, and what programs or practices promote adequate literacy for all children? These are the questions Cath...