Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h5AHoDC05942; Tue, 10 Jun 2003 13:50:13 -0400 (EDT) Date: Tue, 10 Jun 2003 13:50:13 -0400 (EDT) Message-Id: <000f01c32f77$92d8c7c0$130101c8@workstation1> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "George Demetrion" <george.demetrion@lvgh.org> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2357] reading theory and motivation X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1106 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 359 Lines: 9 As part of our discussion on reading theory and practice, perhaps the following article, "Continuities Between Motivational Research and Philosophy of Instruction," published in a recent edition of the Journal of Literacy Research, which can be accessed below, may be instructive. http://nrc.oakland.edu/jlr/archive/v30/article_30_3_1.pdf George Demetrion
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