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What it takes to be a teacher: The role of personal and professional development

2001

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Balanced Instruction: Insights and Considerations

Reading research quarterly, 1998-04, Vol.33 (2), p.240-251

1998

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Learning Written Storybook Language in School: A Comparison of Low-SES Children in Skills-Based and Whole Language Classrooms

American educational research journal, 1995-09, Vol.32 (3), p.659-685

1995

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A comparison of young children learning to read in different instructional settings

The Journal of educational research (Washington, D.C.), 1999-03, Vol.92 (4), p.206-218

1999

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Theory and Research into Practice: Balanced Instruction: Insights and Considerations

Reading research quarterly, 1998-04, Vol.33 (2), p.240-251

1998

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Low-Income Children's Literacy Interpretations in a Skills-Based and a Whole-Language Classroom

Journal of reading behavior, 1995-12, Vol.27 (4), p.505-533

Freppon, Penny A

1995

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Children's Concepts of the Nature and Purpose of Reading in Different Instructional Settings

Journal of reading behavior, 1991-01, Vol.23 (2), p.139-163

Freppon, Penny A

1991

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UNDERSTANDING THE NATURE OF READING AND WRITING DIFFICULTIES: AN ALTERNATIVE VIEW

Reading & writing quarterly, 1994-07, Vol.10 (3), p.227-238

Freppon, Penny A.

1994

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A Comparison of Children's Development of Alphabetic Knowledge in a Skills-Based and a Whole Language Classroom

Research in the teaching of English, 1994-12, Vol.28 (4), p.391-417

1994

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A Comparison of Innercity Children's Interpretations of Reading and Writing Instruction in the Early Grades in Skills-Based and Whole Language Classrooms

Reading research quarterly, 1995-01, Vol.30 (1), p.50-74

1995

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Imagining Self as Teacher: Preservice Teachers' Creations of Personal Profiles of Themselves as First-Year Teachers

Teacher education quarterly (Claremont, Calif.), 1996-04, Vol.23 (2), p.19-33

1996

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LEARNING ABOUT PHONICS IN A WHOLE LANGUAGE CLASSROOM

Language arts, 1991-03, Vol.68 (3), p.190-197

1991

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A Comparison of Young Children's Writing Products in Skills-Based and Whole Language Classrooms

Reading horizons, 1995, Vol.36 (2), p.150

Freppon, Penny A

1995

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Creative Teaching and Learning

General music today, 1996-10, Vol.10 (1), p.13-16

1996

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Case Studies of the Writing and Thinking of Three African American Second Graders in a Whole Language Classroom

Literacy, teaching and learning, 1999-07, Vol.4 (2), p.21

Freppon, Penny A

1999

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Making Sense of Reading and Writing in Urban Classrooms: Understanding At-Risk Children's Knowledge Construction in Different Curricula. Final Report

Freppon, Penny A

1993

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Children's Concepts of the Nature and Purpose of Reading in Different Instructional Settings

Freppon, Penny A

1989

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Reflections over Time: Preservice Teachers' Images of Their First Year of Teaching

Action in teacher education, 2000-07, Vol.22 (2), p.122-132

2000

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Taking the Risk out of Writing: Designing and Implementing a Program for Low SES Children in a Whole Language First Grade

Ohio reading teacher, 1994, Vol.28 (3), p.6

1994

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A Teacher's and a Student's Literacy Learning: Case Study Descriptions of Cognitive and Affective Growth during the School Year

Journal of Reading Education, 2001, Vol.26 (2), p.15

2001

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An investigation of children's concepts of the purpose and nature of reading in different instructional settings

Freppon, Penny Ann

1988

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Literacy Learning in a Whole Language Classroom: Reading Concepts and Reading Strategies First Graders Know and Use

Reading (Sunderland), 1993-07, Vol.27 (2), p.20-26

1993

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What it takes to be a teacher: The role of personal and professional development

Balanced Instruction: Insights and Considerations

Learning Written Storybook Language in School: A Comparison of Low-SES Children in Skills-Based and Whole Language Classrooms

A comparison of young children learning to read in different instructional settings

Theory and Research into Practice: Balanced Instruction: Insights and Considerations

Low-Income Children's Literacy Interpretations in a Skills-Based and a Whole-Language Classroom

Children's Concepts of the Nature and Purpose of Reading in Different Instructional Settings

UNDERSTANDING THE NATURE OF READING AND WRITING DIFFICULTIES: AN ALTERNATIVE VIEW

A Comparison of Children's Development of Alphabetic Knowledge in a Skills-Based and a Whole Language Classroom

A Comparison of Innercity Children's Interpretations of Reading and Writing Instruction in the Early Grades in Skills-Based and Whole Language Classrooms

Imagining Self as Teacher: Preservice Teachers' Creations of Personal Profiles of Themselves as First-Year Teachers

LEARNING ABOUT PHONICS IN A WHOLE LANGUAGE CLASSROOM

A Comparison of Young Children's Writing Products in Skills-Based and Whole Language Classrooms

Creative Teaching and Learning

Case Studies of the Writing and Thinking of Three African American Second Graders in a Whole Language Classroom

Making Sense of Reading and Writing in Urban Classrooms: Understanding At-Risk Children's Knowledge Construction in Different Curricula. Final Report

Children's Concepts of the Nature and Purpose of Reading in Different Instructional Settings

Reflections over Time: Preservice Teachers' Images of Their First Year of Teaching

Taking the Risk out of Writing: Designing and Implementing a Program for Low SES Children in a Whole Language First Grade

A Teacher's and a Student's Literacy Learning: Case Study Descriptions of Cognitive and Affective Growth during the School Year

An investigation of children's concepts of the purpose and nature of reading in different instructional settings

Literacy Learning in a Whole Language Classroom: Reading Concepts and Reading Strategies First Graders Know and Use

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