|Ability beliefs, learning and, 90-91|
|Academic failure, among minority youth, 44-48|
|ability/efficacy beliefs and, 90-91|
|goals and, 92-93|
|motivation and, paradox of, 94-95|
|values and, 91-92|
|Aesthetic enjoyment, 180, 180t|
|Aesthetic involvement, 103|
|African Americans, seeMinority students|
|components of, 51|
|in helping minority students in reading, 50-51|
|Analogy, content knowledge and, 144-146|
|Analytic research, in formative
|Applications, gap between research and, 108-109|
|Assessment information, communication
|Assumptions, qualitative inquiry and, 220-223|
|Attribution, ethical collaboration and, 275|
|Authors, textbook, improving use of
analogy by, 144-146|
|Behavior, oppositional, academic failure
|about literacy, 101|
|about self, 101|
|early reading development and, 17-18|
|influence of, 3-5|
|early reading development and, 10-14|
|sociocultural influences on, 12-14|
|children's responses to, 120|
|description of, 133|
|in instructional context, 117|
|of CORI students, 180, 180t|
|in RUNNING START program, 123|
|Change, conceptual, 146-150|
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Developing Engaged Readers in School and Home Communities.
Contributors: Linda Baker - Editor, Peter Afflerbach - Editor, David Reinking - Editor.
Publisher: Lawrence Erlbaum Associates.
Place of publication: Mahwah, NJ.
Publication year: 1996.
Page number: 297.
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