Abstract
Original language | English |
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Pages (from-to) | 15-21 |
Number of pages | 7 |
Journal | Literacy Learning: The Middle Years |
Volume | 22 |
Issue number | 2 |
Publication status | Published - 2014 |
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Scaffolding understanding of tables and graphs. / Quinnell, Lorna.
In: Literacy Learning: The Middle Years, Vol. 22, No. 2, 2014, p. 15-21.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Scaffolding understanding of tables and graphs
AU - Quinnell, Lorna
PY - 2014
Y1 - 2014
N2 - The literacy demands of tables and graphs are different from those of prose texts such as narrative. This paper draws from part of a qualitative case study which sought to investigate strategies that scaffold and enhance the teaching and learning of varied representations in text. As indicated in the paper, the method focused on the teaching and learning of tables and graphs with use of Freebody and Luke’s (1990) four resources model from literacy education.
AB - The literacy demands of tables and graphs are different from those of prose texts such as narrative. This paper draws from part of a qualitative case study which sought to investigate strategies that scaffold and enhance the teaching and learning of varied representations in text. As indicated in the paper, the method focused on the teaching and learning of tables and graphs with use of Freebody and Luke’s (1990) four resources model from literacy education.
M3 - Article
VL - 22
SP - 15
EP - 21
JO - Literacy Learning: The Middle Years
JF - Literacy Learning: The Middle Years
SN - 1320-5692
IS - 2
ER -