Reading Horizons, Volume 28Psycho-Educational Clinic and the Western Michigan University Chapter of the International Reading Association, Kalamazoo, Mich., 1987 Reading Horizons began in 1960 by Dorothy J. McGinnis as a local reading education newsletter and developed into an international journal serving reading educators and researchers. Major colleges, universities, and individuals subscribe to Reading Horizons across the United States, Canada and a host of other countries. Dedicated to adding to the growing body of knowledge in literacy, the quarterly journal welcomes new and current research, theoretical essays, opinion pieces, policy studies, and best literacy practices. As a peer-reviewed publication, Reading Horizons endeavors to bring school professionals, literacy researchers, teacher educators, parents, and community leaders together in a collaborative community to widen literacy and language arts horizons. |
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Pagina 79
... effects on memory . Amsterdam : New Holland . Meyer , B. , Brandt , D. , & Bluth , G. ( 1981 ) . Use of top level structure ... effect on paraphrase and text - based inference questions . Journal of Reading Behavior , 17 ( 3 ) , 199-214 ...
... effects on memory . Amsterdam : New Holland . Meyer , B. , Brandt , D. , & Bluth , G. ( 1981 ) . Use of top level structure ... effect on paraphrase and text - based inference questions . Journal of Reading Behavior , 17 ( 3 ) , 199-214 ...
Pagina 134
... effect relationship between the two ideas within the sentence . Without the explicit link " because , " as in the rewrite ( b ) , the reader must infer the cause - effect relationship . Therefore , shortening sentences may interfere ...
... effect relationship between the two ideas within the sentence . Without the explicit link " because , " as in the rewrite ( b ) , the reader must infer the cause - effect relationship . Therefore , shortening sentences may interfere ...
Pagina 195
... effect of direct explanation on students ' ability to understand and use the instructed skill was assessed by asking a sample of low - ability readers these three questions : ( a ) what were your learning to do today ? ( b ) how do you ...
... effect of direct explanation on students ' ability to understand and use the instructed skill was assessed by asking a sample of low - ability readers these three questions : ( a ) what were your learning to do today ? ( b ) how do you ...
Inhoudsopgave
Creative Dramatics | 5 |
Evaluating Computer Books With | 12 |
The Introduction of Social Studies Vocabulary | 26 |
Copyright | |
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activities Augusta College basal reader beginning CALIFORNIA/RIVERSIDE The University child children's literature classroom teachers Cognitive Cognitive Psychology diagnostic direct explanation discussion DOG BREED DRWL Durkin effective evaluation expository gifted readers gifted students grade level grid identified Informal reading inventories interest Kalamazoo Katharine D language lesson letters main idea names narrative Newark parents passages Patti Boyd PFS:File phonics poor readers practice problem solving psychology raters readability reading ability reading activities reading and writing reading comprehension READING HORIZONS reading instruction reading program reading research course Reading Research Quarterly reading skill reading specialist Reading Teacher repeated readings reports responses semantic feature analysis sentence sequence skill instruction story grammar story structure strategies Teaching Reading text structure text type tion Tom Swifty Univ University Library UNIVERSITY UNIVERSITY OF CALIFORNIA/RIVERSIDE vocabulary Western Michigan University Yes Yes Yes