References
Ahmadi, M., Ismail, H., & Abdullah, M. (2013, September 4). The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension (Doctoral dissertation, School of Educational Studies, Universiti Sains Malaysia, 2013) [Abstract]. doi:10.5539/elt.v6n10p235.
Cox, J. (n.d.). Flexible Grouping as a Differentiated Instruction Strategy. Retrieved February 05, 2017, from http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy
Fairbairn, S., & Jones-Vo, S. (2010). Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers. Philadelphia, PA: Caslon Publishing.
Filkins, S. (n.d.). Socratic Seminars - ReadWriteThink. Retrieved January 29, 2017, from http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html
Ford, M. (2005). Differentiation Through Flexible Grouping: Successfully Reaching All Readers. Naperville, IL: Learning Point Associates. Retrieved from http://files.eric.ed.gov/fulltext/ED489510.pdf.
Herrera, S. G., & Murry, K. G. (2011). Mastering ESL and bilingual methods: Differentiated instruction for culturally and linguistically diverse (CLD) students. Boston, MA: Pearson.
Otten, N. (n.d.). How and Why to Annotate a Book. Retrieved January 22, 2017, from http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/197454.html
Schoeman, K. (2011). English second language learners’ interpretation and appreciation of literary texts: a South African case study of multiliteracy/multimodality (Doctoral dissertation, University of South Africa) [Abstract]. Retrieved January 7, 2017, from http://uir.unisa.ac.za/bitstream/handle/10500/9209/Dissertation_%20Schoeman,%20K_pdf..pdf?sequence=1
Cox, J. (n.d.). Flexible Grouping as a Differentiated Instruction Strategy. Retrieved February 05, 2017, from http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy
Fairbairn, S., & Jones-Vo, S. (2010). Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers. Philadelphia, PA: Caslon Publishing.
Filkins, S. (n.d.). Socratic Seminars - ReadWriteThink. Retrieved January 29, 2017, from http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html
Ford, M. (2005). Differentiation Through Flexible Grouping: Successfully Reaching All Readers. Naperville, IL: Learning Point Associates. Retrieved from http://files.eric.ed.gov/fulltext/ED489510.pdf.
Herrera, S. G., & Murry, K. G. (2011). Mastering ESL and bilingual methods: Differentiated instruction for culturally and linguistically diverse (CLD) students. Boston, MA: Pearson.
Otten, N. (n.d.). How and Why to Annotate a Book. Retrieved January 22, 2017, from http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/197454.html
Schoeman, K. (2011). English second language learners’ interpretation and appreciation of literary texts: a South African case study of multiliteracy/multimodality (Doctoral dissertation, University of South Africa) [Abstract]. Retrieved January 7, 2017, from http://uir.unisa.ac.za/bitstream/handle/10500/9209/Dissertation_%20Schoeman,%20K_pdf..pdf?sequence=1