expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87(3), 386- 398. Teale, W. H., & Sulzby, E. (1986). Emergent literacy as a perspective for examining how young children become writers and readers. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. vii-xxv). Norwood, NJ: Ablex Publishing Corporation. Thompson, S., Provasnik, S., Kastberg, D., Ferraro, D., Lemanski, N., Roey, S., & Jenkins, F. (2012). Highlights From PIRLS 2011: Reading Achievement of U.S. Fourth-Grade Students in an International Context (NCES 20131010). Washington, D.C.: National Center for Education Statistics, Institute for Education Sciences, U.S. Department of Education. Zumbrunn, S. K. (2010). Nurturing young students’ writing knowledge, self-regulation, attitudes, and self-efficacy: the effects of self-regulated strategy development (Doctoral dissertation). University of Nebraska: Lincoln, NE. Zumbrunn, S. K., Bruning, R., Kauffman, D., & Hayes, M. (2010). Explaining determinants of confidence and success in the elementary writing classroom. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.

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expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87(3), 386- 398. Teale, W. H., & Sulzby, E. (1986). Emergent literacy as a perspective for examining how young children become writers and readers. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. vii-xxv). Norwood, NJ: Ablex Publishing Corporation. Thompson, S., Provasnik, S., Kastberg, D., Ferraro, D., Lemanski, N., Roey, S., & Jenkins, F. (2012). Highlights From PIRLS 2011: Reading Achievement of U.S. Fourth-Grade Students in an International Context (NCES 20131010). Washington, D.C.: National Center for Education Statistics, Institute for Education Sciences, U.S. Department of Education. Zumbrunn, S. K. (2010). Nurturing young students’ writing knowledge, self-regulation, attitudes, and self-efficacy: the effects of self-regulated strategy development (Doctoral dissertation). University of Nebraska: Lincoln, NE. Zumbrunn, S. K., Bruning, R., Kauffman, D., & Hayes, M. (2010). Explaining determinants of confidence and success in the elementary writing classroom. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO. was first posted on October 29, 2020 at 1:51 pm.©2019 “Superb Professors”. Use of this feed is for personal non-commercial use only. If you are not reading this article in your feed reader, then the site is guilty of copyright infringement. Please contact me at superbprofessors.comFeed enhanced by Add To All

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