{"id":182,"date":"2025-05-03T16:28:41","date_gmt":"2025-05-03T16:28:41","guid":{"rendered":"https:\/\/academic.csuohio.edu\/pershey-monica\/?page_id=182"},"modified":"2025-05-03T17:19:21","modified_gmt":"2025-05-03T17:19:21","slug":"gordon-pershey-m-1997-teaching-pragmatic-language-awareness-as-an-integral-aspect-of-reading-and-language-arts-instruction-reading-horizons-374-299-314","status":"publish","type":"page","link":"https:\/\/academic.csuohio.edu\/pershey-monica\/gordon-pershey-m-1997-teaching-pragmatic-language-awareness-as-an-integral-aspect-of-reading-and-language-arts-instruction-reading-horizons-374-299-314\/","title":{"rendered":"Gordon Pershey, M. (1997). Teaching pragmatic language awareness as an integral aspect of reading and language arts instruction.\u00a0Reading Horizons, 37(4), 299-314."},"content":{"rendered":"\n

Teaching pragmatic language awareness as an integral aspect of reading and language arts instruction<\/strong><\/h2>\n\n\n\n

Gordon Pershey, M. (1997). Teaching pragmatic language awareness as an integral aspect of reading and language arts instruction.\u00a0Reading Horizons, 37<\/em>(4), 299-314. <\/strong>https:\/\/scholarworks.wmich.edu\/reading_horizons\/vol37\/iss4\/
<\/strong> <\/a>https:\/\/scholarworks.wmich.edu\/reading_horizons\/<\/strong> <\/a><\/p>\n\n\n\n

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cited by:<\/h2>\n\n\n\n

Barros Garc\u00eda, M. J., & Bachelor, J. W. (2018). Pragmatic instruction may not be necessary among heritage speakers of Spanish: A study on requests. Journal of Foreign Language Education and Technology, 3<\/em>(1), 163-193. https:\/\/files.eric.ed.gov\/fulltext\/ED577580.pdf <\/a><\/p>\n\n\n\n

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Hall, L. (2018). The many faces of the unreliable narrator: An analysis and typology of young adult novels and their narrators<\/em>[Unpublished doctoral dissertation]. University of British Columbia. https:\/\/open.library.ubc.ca\/cIRcle\/collections\/ubctheses\/24\/items\/1.0368719 <\/a><\/p>\n\n\n\n

\u200b\"POST<\/a><\/p>\n\n\n\n

Hallett, T. L. (1999). Multimedia materials for language and literacy learning. Reading Horizons: A Journal of Literacy and Language Arts, 40<\/em>(2), 147-158. https:\/\/scholarworks.wmich.edu\/reading_horizons\/vol40\/iss2\/4\/ <\/a><\/p>\n\n\n\n

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Howell, T. (2010). Conceptual blends and critical awareness in teaching cultural narratives. L2 Journal, 2<\/em>(1), 73-88. https:\/\/escholarship.org\/content\/qt7d24j55q\/qt7d24j55q_noSplash_5d4589a3504204bfd2bf1ef318022120.pdf <\/a><\/p>\n\n\n\n

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Musyoka, M. (2015). American sign language, peer play, and the deaf child: A case study of Ann. Psychology, 6<\/em>(14), 1822\u20131831. https:\/\/www.scirp.org\/journal\/paperinformation?paperid=60904 <\/a><\/p>\n\n\n\n

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Gordon Pershey, M. (2003). High-stakes testing: The background behind testing-based educational reforms and implications for speech-language pathologists. Contemporary Issues in Communication Sciences and Disorders<\/em>, 30<\/em>, 47-58. https:\/\/pubs.asha.org\/doi\/10.1044\/cicsd_30_S_47 <\/a><\/p>\n\n\n\n

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Senowarsito, S., Suwandi, S., Musarokah, S., & Ardini, S. N. (2021). The analysis of pragmatics-based textbooks in Indonesia: Perceptions. IOSR Journal of Research & Method in Education, 11(5)<\/em>, 50\u201356. https:\/\/www.iosrjournals.org\/iosr-jrme\/papers\/Vol-11%20Issue-5\/Ser-5\/I1105055056.pdf <\/a><\/p>\n\n\n\n

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Van de Carr Harper, H. (2014). Connections between participation in Early Reading First classrooms and school-aged language and literacy development <\/em>(Publication No. 36684790) [Doctoral dissertation, The University of North Carolina at Chapel Hill]. ProQuest Dissertations and Theses Global. https:\/\/cdr.lib.unc.edu\/concern\/dissertations\/pg15bf014?locale=en <\/a><\/p>\n\n\n\n

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\u200b<\/p>\n","protected":false},"excerpt":{"rendered":"

Teaching pragmatic language awareness as an integral aspect of reading and language arts instruction Gordon Pershey, M. (1997). Teaching pragmatic language awareness as an integral aspect of reading and language arts instruction.\u00a0Reading Horizons, 37(4), 299-314. https:\/\/scholarworks.wmich.edu\/reading_horizons\/vol37\/iss4\/ https:\/\/scholarworks.wmich.edu\/reading_horizons\/ cited by: Barros Garc\u00eda, M. J., & Bachelor, J. W. (2018). Pragmatic instruction may not be necessary among…<\/p>\n","protected":false},"author":136,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","footnotes":""},"class_list":["post-182","page","type-page","status-publish","hentry"],"featured_image_src":null,"_links":{"self":[{"href":"https:\/\/academic.csuohio.edu\/pershey-monica\/wp-json\/wp\/v2\/pages\/182","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/academic.csuohio.edu\/pershey-monica\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/academic.csuohio.edu\/pershey-monica\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/academic.csuohio.edu\/pershey-monica\/wp-json\/wp\/v2\/users\/136"}],"replies":[{"embeddable":true,"href":"https:\/\/academic.csuohio.edu\/pershey-monica\/wp-json\/wp\/v2\/comments?post=182"}],"version-history":[{"count":8,"href":"https:\/\/academic.csuohio.edu\/pershey-monica\/wp-json\/wp\/v2\/pages\/182\/revisions"}],"predecessor-version":[{"id":1435,"href":"https:\/\/academic.csuohio.edu\/pershey-monica\/wp-json\/wp\/v2\/pages\/182\/revisions\/1435"}],"wp:attachment":[{"href":"https:\/\/academic.csuohio.edu\/pershey-monica\/wp-json\/wp\/v2\/media?parent=182"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}