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 98
... significantly in their value ratings of the IRI . In only one instance was a significant difference observed between pairs of individual group means . Classroom teachers in the high frequency of use category perceived the IRI as ...
... significantly in their value ratings of the IRI . In only one instance was a significant difference observed between pairs of individual group means . Classroom teachers in the high frequency of use category perceived the IRI as ...
Pagina 159
... significantly to literal and inferential compre- hension if prior knowledge on the topic ( content schem- ata ) is developed to the same extent in both treatment groups ( p . 263 ) . Fifty - seven fifth graders from one school ...
... significantly to literal and inferential compre- hension if prior knowledge on the topic ( content schem- ata ) is developed to the same extent in both treatment groups ( p . 263 ) . Fifty - seven fifth graders from one school ...
Pagina 258
... significantly more than poor readers . The poor readers tended to respond literally and use tunnel vision , focusing on a limited amount of text . The poor reading group also had slightly more haphazard responses than good readers . The ...
... significantly more than poor readers . The poor readers tended to respond literally and use tunnel vision , focusing on a limited amount of text . The poor reading group also had slightly more haphazard responses than good readers . The ...
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