| http://www.w3.org/ns/prov#value | - The overall picture is consistent with the earlier process-product research to some extent, especially with regard to engagement, but goes beyond it in ways consistent with Duffy, Roehler, et al.'s (1987) direct explanation approach and Knapp and associates' (1995) emphasis on higher-order literacy instruction (i.e., instruction which emphasizes comprehension and communication).
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