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 68
... taught to read as an extension of oral language when the oral language development is too limited to fit into the curri- culum plans which in no way relate to background ? Few reading programs , if any , begin with the vernacular of The ...
... taught to read as an extension of oral language when the oral language development is too limited to fit into the curri- culum plans which in no way relate to background ? Few reading programs , if any , begin with the vernacular of The ...
Pagina 69
... taught phonics do better in sentence and story comprehension than those who are taught exclus- ively by the look - say plan . Phonics has withstood the ravages of time -- would it not be well to instruct the prospective teachers of ...
... taught phonics do better in sentence and story comprehension than those who are taught exclus- ively by the look - say plan . Phonics has withstood the ravages of time -- would it not be well to instruct the prospective teachers of ...
Pagina 112
... taught with individualized readings alone with a control section we taught with a standard text . On a common comprehen- sive final examination and on final grades the two sections did not differ , F ( 1,88 ) 1.78 , p > .10 . So , the ...
... taught with individualized readings alone with a control section we taught with a standard text . On a common comprehen- sive final examination and on final grades the two sections did not differ , F ( 1,88 ) 1.78 , p > .10 . So , 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