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Making Students’ Writing Bloom: The Effect of Scaffolding Oral Inquiry Using Bloom’s Taxonomy on Writing in Response to Reading and Reading Comprehension of Fifth Graders
Stull, Brooke (2007-05-15)
This pretest-posttest control group study attempted to investigate the effects of using Bloom’s Taxonomy as an oral-questioning scaffold to improve writing in response to reading and reading comprehension by encouraging ...