The Missouri Reader Vol. 42, Issue 3 | Page 17

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Lipp, J., & Helfrich, S. R. (2016). Pre-service teachers’ growth in understandings of best practice literacy instruction through paired course and field experience. Reading Horizons, 55(2), 43–62. Retrieved from https://scholarworks.wmich.edu/reading_horizons/

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Roskos, K., & Neuman, S. B. (2011). The classroom environment: First, last, and always. The Reading Teacher, 65(2), 110–114. doi:10.1002/TRTR.01021

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Watts‐Taffe, S., Laster, B. P., Broach, L., Marinak, B., Connor, C. M., & Walker‐Dalhouse, D. (2012). Differentiated instruction: Making informed teacher decisions. The Reading Teacher, 66(4), 303-314. doi:10.1002/TRTR.01126

Rebekah E. Piper,

Ph.D. currently serves

as an Assistant

Professor of Literacy

at Texas A&M

University-San

Antonio. She may be

reached at:

[email protected]

Roberta D. Raymond, Ed.D.

currently serves as an

Assistant Professor of

Literacy at the University of

Houston-Clear Lake,

Houston, TX. She may be

reached at:

[email protected]

Laurie A. Sharp, Ed.D. is an

Associate Professor and the

Assistant Dean of

Undergraduate Studies for First-

and Second-year Experience at

Tarleton State University in

Stephenville, Texas and an ILA

Board Member At-Large

(2019-2021). She may be

reached at:

[email protected]

.