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 72
... raters to differentiate between text types and to identify text structures . Raters first learned to differentiate between narrative and expository texts . A narrative by definition is a story of events or experi- ences that may be long ...
... raters to differentiate between text types and to identify text structures . Raters first learned to differentiate between narrative and expository texts . A narrative by definition is a story of events or experi- ences that may be long ...
Pagina 73
... Raters then learned to identify a well - formed narrative according to Stein's categories ( 1979 ) . Specifically , a narrative was judged a well - formed narrative if it contains information about a setting , an initiating event , a ...
... Raters then learned to identify a well - formed narrative according to Stein's categories ( 1979 ) . Specifically , a narrative was judged a well - formed narrative if it contains information about a setting , an initiating event , a ...
Pagina 74
... raters judged the secondary IRI passages to be narratives 18 % of the time and expositions 82 % of the time . If the analysis of the Informal Reading Assess- ment is omitted , the remaining IRIS were judged narratives 9.8 % and ...
... raters judged the secondary IRI passages to be narratives 18 % of the time and expositions 82 % of the time . If the analysis of the Informal Reading Assess- ment is omitted , the remaining IRIS were judged narratives 9.8 % and ...
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