Matches in Library of Congress for { ?s ?p Introduction / Brett Miller, Peggy McCardle, and Richard Long -- The basis: how do we approach reading and writing today? separate or two sides of a coin? -- The reading side / Carol Connor, Sarah Ingebrand, and Jennifer Dombek -- The writing side / Lara-Jeane Costa, Unber Ahmad, Crystal Edwards, Sarah Vanselous, Donna Carlson Yerby, and Steve Hooper -- Integrating reading and writing instruction / Karen R. Harris and Steve Graham -- What is an evidence base, and when can it be implemented? / Peggy McCardle and Brett Miller -- Teacher education for the reading-writing connection / Devon Brenner -- The role of linguistic differences in reading and writing instruction / Julie A. Washington, Megan C. Brown, and Katherine T. Rhodes -- Learning to reason, read, and write analytically / Joanne Carlisle, Julie Dwyer, and Julie E. Learned -- Reading and writing in the service of developing rich disciplinary knowledge: prospects in the age of the common core state standards / P. David Pearson, Jacquelyn M. Urbani, Sara Ballute, and Timothy Lent -- Do no harm: applications and misapplications of research to practice / Dorothy S. Strickland -- Measurement: facilitating the goal of literacy / Joanna S. Gorin, Tenaha O'Reilly, John Sabatini, Yi Song, and Paul Deane -- The many possible roles for technology in the reading-writing connection / Kim Atwill and Jay Blanchard -- Why we should care about literacy models: models of reading and writing and How they can elucidate the connection between reading and writing / Yusra Ahmed, Young-Suk Kim, and Richard K. Wagner -- In SUmmary: what can we agree on? / Peggy McCardle, Richard Long, and Brett Miller.. }
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- 2013030363 description "Introduction / Brett Miller, Peggy McCardle, and Richard Long -- The basis: how do we approach reading and writing today? separate or two sides of a coin? -- The reading side / Carol Connor, Sarah Ingebrand, and Jennifer Dombek -- The writing side / Lara-Jeane Costa, Unber Ahmad, Crystal Edwards, Sarah Vanselous, Donna Carlson Yerby, and Steve Hooper -- Integrating reading and writing instruction / Karen R. Harris and Steve Graham -- What is an evidence base, and when can it be implemented? / Peggy McCardle and Brett Miller -- Teacher education for the reading-writing connection / Devon Brenner -- The role of linguistic differences in reading and writing instruction / Julie A. Washington, Megan C. Brown, and Katherine T. Rhodes -- Learning to reason, read, and write analytically / Joanne Carlisle, Julie Dwyer, and Julie E. Learned -- Reading and writing in the service of developing rich disciplinary knowledge: prospects in the age of the common core state standards / P. David Pearson, Jacquelyn M. Urbani, Sara Ballute, and Timothy Lent -- Do no harm: applications and misapplications of research to practice / Dorothy S. Strickland -- Measurement: facilitating the goal of literacy / Joanna S. Gorin, Tenaha O'Reilly, John Sabatini, Yi Song, and Paul Deane -- The many possible roles for technology in the reading-writing connection / Kim Atwill and Jay Blanchard -- Why we should care about literacy models: models of reading and writing and How they can elucidate the connection between reading and writing / Yusra Ahmed, Young-Suk Kim, and Richard K. Wagner -- In SUmmary: what can we agree on? / Peggy McCardle, Richard Long, and Brett Miller.".
- 2013032464 description "Introduction / Brett Miller, Peggy McCardle, and Richard Long -- The basis: how do we approach reading and writing today? separate or two sides of a coin? -- The reading side / Carol Connor, Sarah Ingebrand, and Jennifer Dombek -- The writing side / Lara-Jeane Costa, Unber Ahmad, Crystal Edwards, Sarah Vanselous, Donna Carlson Yerby, and Steve Hooper -- Integrating reading and writing instruction / Karen R. Harris and Steve Graham -- What is an evidence base, and when can it be implemented? / Peggy McCardle and Brett Miller -- Teacher education for the reading-writing connection / Devon Brenner -- The role of linguistic differences in reading and writing instruction / Julie A. Washington, Megan C. Brown, and Katherine T. Rhodes -- Learning to reason, read, and write analytically / Joanne Carlisle, Julie Dwyer, and Julie E. Learned -- Reading and writing in the service of developing rich disciplinary knowledge: prospects in the age of the common core state standards / P. David Pearson, Jacquelyn M. Urbani, Sara Ballute, and Timothy Lent -- Do no harm: applications and misapplications of research to practice / Dorothy S. Strickland -- Measurement: facilitating the goal of literacy / Joanna S. Gorin, Tenaha O'Reilly, John Sabatini, Yi Song, and Paul Deane -- The many possible roles for technology in the reading-writing connection / Kim Atwill and Jay Blanchard -- Why we should care about literacy models: models of reading and writing and How they can elucidate the connection between reading and writing / Yusra Ahmed, Young-Suk Kim, and Richard K. Wagner -- In SUmmary: what can we agree on? / Peggy McCardle, Richard Long, and Brett Miller.".
- 2013030363 tableOfContents "Introduction / Brett Miller, Peggy McCardle, and Richard Long -- The basis: how do we approach reading and writing today? separate or two sides of a coin? -- The reading side / Carol Connor, Sarah Ingebrand, and Jennifer Dombek -- The writing side / Lara-Jeane Costa, Unber Ahmad, Crystal Edwards, Sarah Vanselous, Donna Carlson Yerby, and Steve Hooper -- Integrating reading and writing instruction / Karen R. Harris and Steve Graham -- What is an evidence base, and when can it be implemented? / Peggy McCardle and Brett Miller -- Teacher education for the reading-writing connection / Devon Brenner -- The role of linguistic differences in reading and writing instruction / Julie A. Washington, Megan C. Brown, and Katherine T. Rhodes -- Learning to reason, read, and write analytically / Joanne Carlisle, Julie Dwyer, and Julie E. Learned -- Reading and writing in the service of developing rich disciplinary knowledge: prospects in the age of the common core state standards / P. David Pearson, Jacquelyn M. Urbani, Sara Ballute, and Timothy Lent -- Do no harm: applications and misapplications of research to practice / Dorothy S. Strickland -- Measurement: facilitating the goal of literacy / Joanna S. Gorin, Tenaha O'Reilly, John Sabatini, Yi Song, and Paul Deane -- The many possible roles for technology in the reading-writing connection / Kim Atwill and Jay Blanchard -- Why we should care about literacy models: models of reading and writing and How they can elucidate the connection between reading and writing / Yusra Ahmed, Young-Suk Kim, and Richard K. Wagner -- In SUmmary: what can we agree on? / Peggy McCardle, Richard Long, and Brett Miller.".
- 2013032464 tableOfContents "Introduction / Brett Miller, Peggy McCardle, and Richard Long -- The basis: how do we approach reading and writing today? separate or two sides of a coin? -- The reading side / Carol Connor, Sarah Ingebrand, and Jennifer Dombek -- The writing side / Lara-Jeane Costa, Unber Ahmad, Crystal Edwards, Sarah Vanselous, Donna Carlson Yerby, and Steve Hooper -- Integrating reading and writing instruction / Karen R. Harris and Steve Graham -- What is an evidence base, and when can it be implemented? / Peggy McCardle and Brett Miller -- Teacher education for the reading-writing connection / Devon Brenner -- The role of linguistic differences in reading and writing instruction / Julie A. Washington, Megan C. Brown, and Katherine T. Rhodes -- Learning to reason, read, and write analytically / Joanne Carlisle, Julie Dwyer, and Julie E. Learned -- Reading and writing in the service of developing rich disciplinary knowledge: prospects in the age of the common core state standards / P. David Pearson, Jacquelyn M. Urbani, Sara Ballute, and Timothy Lent -- Do no harm: applications and misapplications of research to practice / Dorothy S. Strickland -- Measurement: facilitating the goal of literacy / Joanna S. Gorin, Tenaha O'Reilly, John Sabatini, Yi Song, and Paul Deane -- The many possible roles for technology in the reading-writing connection / Kim Atwill and Jay Blanchard -- Why we should care about literacy models: models of reading and writing and How they can elucidate the connection between reading and writing / Yusra Ahmed, Young-Suk Kim, and Richard K. Wagner -- In SUmmary: what can we agree on? / Peggy McCardle, Richard Long, and Brett Miller.".