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and new literacy studies do for literacy research.« V Handbook of research
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Rothon, C., J. Head, E. Klineberg, in S. Stansfeld. 2011. »Can social support pro-
tect bullied adolescents from adverse outcomes? A prospective study on
the effects of bullying on the educational achievement and mental health
of adolescents at secondary schools in East London.« Journal of Adolescen-
ce 34(3): 579–588.
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timodal reading: A new literacy studies— multimodal perspective on re-
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reader, the text, and the teacher.« V Theoretical models and processes of re-
ading, fifth edition, ur. R. Ruddell in N. Unrau, 1462–1521. Newark, DE: Inter-
national Reading Association.
Rumberger, R. W., in G. J. Palardy. 2005. »Does segregation still matter? The im-
pact of student composition on academic achievement in high school.«
The Teachers College Record 107(9): 1999–2045.
Rumelhart, D. 1985. »Toward an interactive model of reading.« V Theoretical mo-
dels and the processes of reading, third edition, ur. H. Singer in R. Ruddell,
722–750. Newark, DE: International Reading Association.
Schneider, M. 2002. Do school facilities affect academic outcomes? Washington,
DC: National Clearinghouse for Educational Facilities.
Schneider, W. in M. Pressley. 1997. Memory development between two and twen-
ty, second edition. Mahwah, NJ: Lawrence Erlbaum Associates.
Sénéchal, M., in J. A. LeFevre. 2002. »Parental involvement in the development
of children’s reading skill: A five-year longitudinal study.« Child Develo-
pment 73(2): 445–460.
Sirin, S. R. 2005. »Socioeconomic status and academic achievement: A meta-a-
nalytic review of research.« Review of Educational Research 75(3): 417–453.
Snow, C. 2002. Reading for understanding: Toward an RinD program in reading
comprehension. Santa Monica, CA: RAND.
Stanco, G. 2012. Using TIMSS 2007 data to examine STEM school effectiveness
in an international context (Doctoral dissertation, Boston College). Do-
stopno prek: http://dcollections. bc.edu/webclient/StreamGate?folder_
id=0indvs=1383665793911~957 (23. 10. 2018).
literatura in viri
and new literacy studies do for literacy research.« V Handbook of research
on teaching the English language arts, third edition, ur. D. Lapp in D. Fisher,
1462–1521. Newark, DE: International Reading Association.
Rothon, C., J. Head, E. Klineberg, in S. Stansfeld. 2011. »Can social support pro-
tect bullied adolescents from adverse outcomes? A prospective study on
the effects of bullying on the educational achievement and mental health
of adolescents at secondary schools in East London.« Journal of Adolescen-
ce 34(3): 579–588.
Rowsell, J., G. Kress, K. Pahl, in B. Street, B. 2013. »The social practice of mul-
timodal reading: A new literacy studies— multimodal perspective on re-
ading.« V Theoretical models and processes of reading, sixth edition, ur. D.
Alvermann, N. Unrau in R. Ruddell, 1182–1207). Newark, DE: International
Reading Association.
Ruddell, R., in N. Unrau. 2004. »Read as a meaning-construction process: The
reader, the text, and the teacher.« V Theoretical models and processes of re-
ading, fifth edition, ur. R. Ruddell in N. Unrau, 1462–1521. Newark, DE: Inter-
national Reading Association.
Rumberger, R. W., in G. J. Palardy. 2005. »Does segregation still matter? The im-
pact of student composition on academic achievement in high school.«
The Teachers College Record 107(9): 1999–2045.
Rumelhart, D. 1985. »Toward an interactive model of reading.« V Theoretical mo-
dels and the processes of reading, third edition, ur. H. Singer in R. Ruddell,
722–750. Newark, DE: International Reading Association.
Schneider, M. 2002. Do school facilities affect academic outcomes? Washington,
DC: National Clearinghouse for Educational Facilities.
Schneider, W. in M. Pressley. 1997. Memory development between two and twen-
ty, second edition. Mahwah, NJ: Lawrence Erlbaum Associates.
Sénéchal, M., in J. A. LeFevre. 2002. »Parental involvement in the development
of children’s reading skill: A five-year longitudinal study.« Child Develo-
pment 73(2): 445–460.
Sirin, S. R. 2005. »Socioeconomic status and academic achievement: A meta-a-
nalytic review of research.« Review of Educational Research 75(3): 417–453.
Snow, C. 2002. Reading for understanding: Toward an RinD program in reading
comprehension. Santa Monica, CA: RAND.
Stanco, G. 2012. Using TIMSS 2007 data to examine STEM school effectiveness
in an international context (Doctoral dissertation, Boston College). Do-
stopno prek: http://dcollections. bc.edu/webclient/StreamGate?folder_
id=0indvs=1383665793911~957 (23. 10. 2018).
literatura in viri
