Teaching children to identify and respond to pragmatic language in narrative text
Gordon Pershey, M. (1998). Teaching children to identify and respond to pragmatic language in narrative text. Reading Improvement, 35(4), 146-166. Retrieved from https://eric.ed.gov/?id=EJ579198
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Gordon Pershey, M. (2000). Children’s elicited use of pragmatic language functions: How six-and seven-year-old children adapt to the interactional environments of story scenarios. Language Awareness, 9(4), 218-235.https://doi.org/10.1080/09658410008667147
Gordon Pershey, M. (2001). A rationale for classroom listening and speaking instruction. Language Arts Journal of Michigan, 17(2), 18-25. https://doi.org/10.9707/2168-149X.1317
McIntyre, L. J., & Hellsten, L. A. M. (2004). The influence of teacher characteristics on teachers’ knowledge of language form, content, and use. Developmental Disabilities Bulletin, 32(2), 140-154. https://eric.ed.gov/?id=EJ848195
Sinn, M. C. (2010). Effects of the Somebody-Wanted-But-So (SWBS) chart as a text structure-based technique on second language narrative prose comprehension. International Journal of the Book, 7(3), 41-56. https://doi.org/10.18848/1447-9516/CGP/v07i03/36821