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2018 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
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1. Kolski, Tammi. and Zhang, Mingyuan. "Mining NAEP Data: Importance of Read Aloud and Read Silently in 4th Graders’ Reading Proficiency" Paper presented at the annual meeting of the Association of Teacher Educators, Flamingo Las Vegas, Las Vegas, NV, Feb 16, 2018 Online <PDF>. 2020-02-24 <http://citation.allacademic.com/meta/p1297204_index.html>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: The research findings of the mined NAEP databases supports why teachers should be incorporating more read aloud and read silently reading interventions into their teaching reading pedagogy.

2015 - AAAL Annual Conference Words: 46 words || 
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2. Suk, Namhee. "Impacts of Extensive Reading on Korean EFL University Students’ Reading Abilities, Vocabulary Knowledge, and Motivation to Read" Paper presented at the annual meeting of the AAAL Annual Conference, Fairmont Royal York, Toronto, ON, Canada, Mar 21, 2015 <Not Available>. 2020-02-24 <http://citation.allacademic.com/meta/p959337_index.html>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: This presentation investigates the effects of extensive reading in a Korean EFL university setting over a 15-week semester. Results are discussed in light of the importance of extensive exposure to reading input over time to develop reading abilities, facilitate vocabulary growth, and increase motivation to read.

2008 - The Mathematical Association of America MathFest Words: 154 words || 
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3. Boelkins, Matt. "Learning to Read and Reading to Learn: The Value of Reading the Text Before Class" Paper presented at the annual meeting of the The Mathematical Association of America MathFest, TBA, Madison, Wisconsin, Jul 28, 2008 <Not Available>. 2020-02-24 <http://citation.allacademic.com/meta/p271003_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: In http://www.maa.org/features/readbook.html, Tommy Ratliff and I argued for the value and effectiveness of before-class reading assignments in a variety of classes. We also documented our approach to these assessments in which we have students submit their responses via email prior to class. In the seven years since that article was published, I have regularly employed a variety of similar assignments in a wide range of classes. My goals in talk are to share an overview of options that my GVSU colleagues and I have used for different types of reading-based assignments in courses other than those discussed in the aforementioned article (for example, in a bridge course, a differential equations course, a voting theory course, and a senior capstone), to present new ideas for the streamlined receipt and grading of such assignments via email, and to offer further evidence of the effects of this approach in its support of student learning.

2012 - LRA 62nd Annual Conference Pages: unavailable || Words: 2241 words || 
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4. Catterson, Amy. and Pearson, P. David. "Is "close reading" better reading?: The history and pedagogy of close reading practices" Paper presented at the annual meeting of the LRA 62nd Annual Conference, Sheraton San Diego Hotel & Marina, San Diego, CA, Nov 28, 2012 Online <UNKNOWN/UNKNOWN>. 2020-02-24 <http://citation.allacademic.com/meta/p578644_index.html>
Publication Type: Roundtable
Review Method: Peer Reviewed

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