Functional Uses of Reading and Shared Literacy Activities in Icelandic Homes: A Monograph in
Family Literacy
Author(s): Ronald L. Taylor
Source:
Reading Research Quarterly, Vol. 30, No. 2 (Apr. - May - Jun., 1995), pp. 194-219
Published by:
Wiley
on behalf of the
International Reading Association
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Document Outline
- Article Contents
- Issue Table of Contents
- Reading Research Quarterly, Vol. 30, No. 2 (Apr. - May - Jun., 1995), pp. 149-302
- Front Matter [pp. 149-289]
- Letter to the Editors
- Comments on Taylor (1994) [p. 152]
- Exploring Individual Differences among Novices Reading in a Specific Domain: The Case of Law [pp. 154-170]
- The Role of Context and Dictionary Definitions on Varying Levels of Word Knowledge [pp. 172-193]
- Functional Uses of Reading and Shared Literacy Activities in Icelandic Homes: A Monograph in Family Literacy [pp. 194-219]
- Giving a Text Voice Can Improve Students' Understanding [pp. 220-238]
- An Evaluation of Reading Recovery [pp. 240-263]
- Commentary: On the Effects of Reading Recovery: A Response to Pinnell, Lyons, DeFord, Bryk, and Seltzer [pp. 264-270]
- Response to Rasinski [pp. 272-275]
- Reply to Pinnell, DeFord, Lyons, and Bryk [pp. 276-277]
- Concreteness Effects in Text Recall: Dual Coding or Context Availability? [pp. 278-288]
- Reading Research Methodology and the "Reading Research Quarterly": A Question of Gender [pp. 290-298]
- Back Matter [pp. 299-302]