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I knew that if you focus on the een, that karel is the indican. Learnercentered teacher-student relationships are effective: A meta-analysis.

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A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.

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Dearing, E. Increased family involvement in school predicts improved child-teacher relationships and feelings about school for low-income children.

The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation.

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The case for informational text. The development of comprehension. Pearson, E. Afflerbach Eds.

Ehri, L. Elleman, A. The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis.

Elley, W. How in the world do students read? The IEA study of reading literacy: Achievement and instruction in thirty-two school systems.

Oxford: Elsevier Science Ltd. Entorf, H. What a difference immigration policy makes: A comparison of PISA scores in Europe and traditional countries of immigration.

Erberber, E. Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. Flavell, J. Response to literature as a cultural activity.

Gambrell, L. Evidence-based best practices in comprehensive literacy instruction. Gambrell Eds. Glew, G. Bullying and school safety.

Goddard, Y. A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools.

Goldman, S. Structural aspects of constructing meaning from text. Goodenow, C. The relationship of school belonging and friends values to academic motivation among urban adolescent students.

Goos, M. How can crosscountry differences in the practice of grade retention be explained? A closer look at national educational policy factors.

Gottfredson, G. School climate predictors of school disorder: Results from a national study of delinquency prevention in schools.

Greenberg, E. Climates for learning: Mathematics achievement and its relationship to schoolwide student behavior, schoolwide parental involvement, and school morale.

Greenwald, R. The effect of school resources on student achievement. Guarino, C. Teacher recruitment and retention: A review of the recent empirical literature.

Gustafsson, J. Effects of home background on student achievement in reading, mathematics, and science at the fourth grade.

Mullis Eds. Guthrie, J. Contributions of conceptoriented reading instruction to knowledge about interventions for motivations in reading.

Influences of stimulating tasks on reading motivation and comprehension. Narrative representation and comprehension.

Educational contexts for engagement in literacy. Gutnick, A. Always connected: The new digital media habits of young children. Hancock, C.

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Hill, H. Parental involvement in middle school: A metaanalytic assessment of the strategies that promote achievement.

Hoff, E. Bilingualism as one of many environmental variables that affect language development.

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Hoy, W. Academic optimism of schools: A force for student achievement. Hsu, H. Jeynes, W. A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement.

The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Jimerson, S.

Meta-analysis of grade retention research: Implications for practice in the 21st century. Johansone, I. Managing primary education in Latvia to assure quality and achievement equity Doctoral dissertation, University of Latvia.

The workplace matters: Teacher quality, retention and effectiveness. Johnson, S. Who stays in teaching and why: A review of the literature on teacher retention.

Kim, J. Kintsch, W. Comprehension: A paradigm for cognition. New York: Cambridge University Press. Psychological models of reading comprehension and their implications for assessments.

Sabatini, E. Revisiting the construction-integration model of text comprehension and its implications for Instruction. In In D. Stahl Eds.

Kobayashi, M. Method effects on reading comprehension test performance: Text organization and response format.

Klauda, S. Klein, H. Goal commitment and the goal-setting process: Conceptual clarification and empirical synthesis.

Klieme, E. Seidel Eds. Langer, J. Envisioning literature, second edition. Lee, J. Schooling quality in a cross-section of countries.

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Unrau Eds. Kloosterman, R. New literacies: A dual level theory of the changing nature of literacy, instruction and assessment.

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Morrow, R. Lapp Eds. New York: The Guilford Press. Expanding the new literacies conversation. What is new about the new literacies of online reading comprehension?

Rush, A. Berger Eds. Lewis, M. A meta-analysis of the literature on the relationship between exposure to reading and reading achievement.

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Melhuish, E. Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school.

Milam, A. Perceived school and neighborhood safety, neighborhood violence and academic achievement in urban school children.

Miller, S. Motivation and reading comprehension. Mol, S. To read or not to read: A meta-analysis of print exposure from infancy to adulthood.

Morrow, L. Motivating lifelong voluntary readers. Flood, D. Lapp, J. Jenson Eds. Principal leadership: Creating a culture of academic optimism to improve achievement for all students.

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Mueller, J. Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. R Mullis, I.

PIRLS assessment framework and specifications, second edition. PIRLS international results in reading.

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Report of the national reading panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction NIH Publication No.

Nesbit, J. Learning with concept and knowledge maps: A meta-analysis. Niemiec, C. Autonomy, competence, and relatedness in the classroom: Applying selfdetermination theory to educational practice.

Organisation for Economic Cooperation and Development. Literacy, economy and society. Paris: Author. Improving health and social cohesion through education.

Literacy in the information age: Final report of the international adult literacy survey. Learning a living: First results of the adult literacy and life skills survey.

Palincsar, A. Paris, S. The development of strategic readers. Perfetti, C. Reading ability: Lexical quality to comprehension.

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Hulme Eds. Malden, MA: Blackwell Publishing. Perkinson-Gloor, N. Sleep duration, positive attitude toward life, and academic achievement: The role of daytime tiredness, behavioral persistence, and school start times.

Pew Research Center. Teens and technology. Washington, DC: Author. How teachers are using technology at home and in the classrooms.

Pressley, M. Metacognition and self-regulated comprehension. Samuels Eds. Metacognitively competent reading comprehension is constructively responsive reading: How can such reading be developed in students.

Puzio, K. The effects of within class grouping on reading achievement: A meta-analytic synthesis.

Raikes, H. Dynamic text comprehension: An integrative view of reading. Reeve, J. Reuda, R. How teens do research in the digital world.

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The materials and the situated: What multimodality and new literacy studies do for literacy research. Fisher Eds. Rothon, C.

Can social support protect 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.

Reading essentials: The specifics you need to teach reading well. Portsmouth, NH: Heinemann. Rowsell, J. Ruddell, R. Read as a meaning-construction process: The reader, the text, and the teacher.

Rumberger, R. Does segregation still matter? The impact of student composition on academic achievement in high school.

Rumelhart, D. Toward an interactive model of reading. Schiefele, U. Dimensions of reading motivation and their relation to reading behavior and competence.

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Schnepf, S. Russell, M. Examining teacher technology use: Implications for preservice and inservice teacher preparation.

Ryan, R. Selfdetermination theory and the facilitation of intrinsic motivation, social development, and well-being.

Shernoff, D. Student engagement in high school classrooms from the perspective of flow theory. Sammons, P. Sirin, S. Socioeconomic status and academic achievement: A meta-analytic review of research.

Smith, M. Kibby, M. What will be the demands of literacy in the workplace in the next millennium? Snow, C.

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An analysis of the dimensions of job-related reading. Stone, C. A meta-analysis of advance organizer studies. Taboada, A.

Effects of motivational and cognitive variables on reading comprehension. Takeuchi, L. Families matter: Designing media for a digital age.

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Taylor, L. Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Tillmann, L. Mentoring new teachers: Implications for leadership practice in an urban school.

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Goldman Eds. Headed by Ina V. Martin, the study center is located in the Lynch School of Education.

Especially important is close coordination with the National Research Coordinators designated by the participating countries to be responsible for the complex tasks involved in implementing the studies in their countries.

In summary, it takes extreme dedication on the part of many individuals around the world to make PIRLS a success and the work of these individuals across all of the various activities involved is greatly appreciated.

With each new assessment cycle of a study, one of the most important tasks is to update the assessment framework.

Of all the individuals around the world that it takes to make PIRLS a success, the intention here is to specifically acknowledge some of those persons who had particular responsibility and involvement in developing and producing the PIRLS Assessment Framework.

I did not like Jeremy. But my best friend Stanley was. I never had an enemy until Jeremy moved into the neighborhood. Dad told me that when he was my age, he had enemies, too.

But he knew of a way to get rid of them. Dad pulled a worn-out scrap of paper from a recipe book. You may be wondering what exactly is in Enemy Pie.

What kinds of disgusting things would I put into Enemy Pie? I brought Dad earthworms and rocks, but he gave them right back. All the while, I listened to the sounds of my dad in the kitchen.

This could be a great summer after all. I tried to imagine how horrible Enemy Pie must smell. But I smelled something really good.

As far as I could tell, it was coming from our kitchen. I was confused. I went inside to ask Dad what was wrong. But Dad was smart.

Dad put on oven mitts and pulled out the pie. It looked good enough to eat! I was beginning to understand. What exactly did it do to enemies?

Maybe it made their hair fall out, or their breath stinky. I asked Dad, but he was no help. While the pie cooled, Dad filled me in on my job.

He whispered. Even worse, you have to be nice to him. Are you sure you want to do this? I rode my bike to his house and knocked on the door.

He looked confused. He came back with his shoes in his hand. We rode bikes for awhile, then ate lunch. After lunch we went over to my house.

It was strange, but I was having fun with my enemy. We played games until my dad called us for dinner.

Dad had made my favorite food. I was beginning to think that maybe we should forget about Enemy Pie. But Dad only smiled and nodded.

I think he thought I was just pretending. But after dinner, Dad brought out the pie. He dished up three plates and passed one to me and one to Jeremy.

I panicked. He was my friend! He looked at me funny. I felt relieved. I had saved his life. I sat there watching them eat. Neither one of them was losing any hair!

It seemed safe, so I took a tiny taste. It was delicious! After dessert, Jeremy invited me to come over to his house the next morning.

I still wonder if enemies really do hate it or if their hair falls out or their breath turns bad. Who is telling the story?

Write one ingredient that Tom thought would be in Enemy Pie. Find the part of the story next to the picture of a piece of pie: Why did Tom think it could be a great summer after all?

He liked playing outside. He made a new friend. He wanted to taste Enemy Pie. Explainwhy he felt this way. Write one thing.

To invite Jeremy to dinner. To ask Jeremy to leave Stanley alone. To invite Jeremy to play. To ask Jeremy to be his friend.

What surprised Tom about the day he spent with Jeremy? At dinner, why did Tom begin to think he and his dad should forget about Enemy Pie?

Tom was beginning to like Jeremy. Tom wanted to keep Enemy Pie a secret. Tom did not want to share dessert with Jeremy.

What was it about Enemy Pie that Dad kept secret? It was a normal pie. It tasted disgusting. It was his favorite food. It was a poisonous pie.

They are still enemies. They wanted to eat some more Enemy Pie. They might be friends in the future. Give an example of what he did in the story that shows this.

What lesson might you learn from this story? At the beginning of the story, why did Tom think Jeremy was his enemy? Jeremy invited his friend to his party, but did not invite Tom.

Examples: Tom was jealous of him moving in next to Stanley. Jeremy took his best friend. The response may repeat words from the question, or may provide a vague response that acknowledges that Jeremy moved in next door to Stanley or invited him to his party without showing understanding of the consequence.

Examples: Jeremy was his enemy. Jeremy invited Stanley to his party. Jeremy was new in the neighborhood. Jeremy was his friend.

The response may provide a vague description without mention of a specific ingredient, may name an incorrect ingredient alongside a correct response, or may describe what would happen to someone who ate the pie.

How did Tom feel when he first smelled Enemy Pie? Explain why he felt this way. It should taste horrible.

He felt unsure. Enemy Pie should smell bad. Examples: confused He wondered what was going on. He thought the pie would smell bad.

Examples: He smelled something really good. Please note that this response does not provide a feeling or a clear explanation for why Tom was confused.

He felt hungry. What did Tom think could happen when his enemy ate Enemy Pie? His breath would stink. He would go away. Something bad would happen.

The response may repeat words from the question. Examples: He might like it. He would become his friend. Nothing would happen.

He would become his enemy. They were getting along. Jeremy was nice. They became friends. It was a good day. Examples: Tom was surprised. Jeremy was going to eat the Enemy Pie.

Examples: to make them be friends and not enemies He wanted them to be friends. Examples: He made Tom play with Jeremy.

So they would get to know each other. He thought it would work and make Jeremy leave. He made the pie for them all to share.

He was smart in how he found a way for the boys to like each other. He was the kind of person who kept secrets. He kept Tom from finding out that Enemy Pie was just a normal pie.

He was nice. He wanted Tom and Jeremy to get along. He thought of a plan for his son to make friends. Traits may be expressed as a longer description, rather than as a single word.

Examples: B He was caring. He was a good person. He was a good dad. He cared about his son. He wanted to help Tom. He was clever.

He made a pie. He was confused. Please note that this response describes Tom in the story. He was a cook. He baked a pie.

Examples: He made Tom think Enemy Pie would work. He kept the recipe a secret. He told Tom to play with Jeremy.

Enemy Pie, Item 16 You can make friends if you give it a chance. Your enemy can become your friend. Try to like your enemy.

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