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124.
Teachers' Experiences Teaching Adolescent English Learners with Limited or Interrupted Formal Schooling
by Fulghum Ingram, Carla Annette, Ph.D.  Northcentral University. 2017: 140 pages; 10619701.
125.
Deaf Peer Tutors and Deaf Tutees as Pairs in a College Writing Center
by Kenney, Patricia C., Ed.D.  University of Rochester. 2018: 223 pages; 13833160.
126.
A study of language *policy and language planning in a small private school in Puerto Rico
by Malaret-Collazo, Agnes, Ph.D.  University of Pennsylvania. 2009: 214 pages; 3363697.
131.
First language status and second language writing
by Slocum, Sheryl, Ph.D.  The University of Wisconsin - Milwaukee. 2013: 275 pages; 3564644.
132.
A case study on the relationship between oral language and digital writing in an 8th grade classroom
by Johnson, Melissa Leigh, Ph.D.  State University of New York at Buffalo. 2014: 171 pages; 3640788.
135.
Understanding and Supporting Emergent Writing in L2 Adults Developing First-Time Print Literacy
by Gonzalves, Lisa, Ph.D.  University of California, Davis. 2020: 200 pages; 27665867.
136.
Critical literacy development in a college-level English reading class in Taiwan
by Ko, Mei-yun Barbara, Ph.D.  Indiana University. 2010: 288 pages; 3397481.
137.
A Study on ACCESS Scores and MAP Data
by Pearson, Deborah Lynn, Ed.D.  Lindenwood University. 2015: 136 pages; 3728023.
144.
Crossing the tracks: A qualitative phenomenological study of an urban inner city charter high-school
by Reznikova-Eisenberg, Yuliya, Ed.D.  Pepperdine University. 2016: 178 pages; 10141723.
146.
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