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2018
Volume 17, Issue 4
  • ISSN: 1074-4762
  • E-ISSN: 1943-3069

Abstract

An instructional framework that included the use of a touchstone text, literature circles, and independent reading and writing created a rich context for the study of mysteries in a fifth-grade classroom. Key points include a) the complexity of the touchstone text as a key factor in shaping the instructional goals in this genre study, and b) the complexity of the genre as a challenge for writing instruction, demanding careful teacher planning and scaffolding, in spite of the promise that the mystery genre holds for fostering rich reading instruction.

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/content/journals/10.58680/vm201010787
2010-05-01
2024-06-15
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http://instance.metastore.ingenta.com/content/journals/10.58680/vm201010787
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  • Article Type: Research Article
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