Reading Horizons, Volume 49,Nummer 1College of Education Western Michigan University and the Homer L.J. Carter Reading Council, 2008 |
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Pagina 72
... boring . " Consequently , my focus sharpened — I wanted to gain insight into students ' perceptions of these two descriptors as they related to literacy engagement . Conceptual Framework Guthrie ( 2004 ) explains that " researchers use ...
... boring . " Consequently , my focus sharpened — I wanted to gain insight into students ' perceptions of these two descriptors as they related to literacy engagement . Conceptual Framework Guthrie ( 2004 ) explains that " researchers use ...
Pagina 77
... boring in their explanations . When students used either of these words they were asked to elaborate . For example , if a student said she did not like to read because it was " boring , " she was asked , “ Why do you think reading is ...
... boring in their explanations . When students used either of these words they were asked to elaborate . For example , if a student said she did not like to read because it was " boring , " she was asked , “ Why do you think reading is ...
Pagina 79
... boring , but rather fun . A first step in answering these questions seemed to involve unpacking students ' use of these words . For instance , what , exactly , were students trying to say when they called reading boring ? Or what did ...
... boring , but rather fun . A first step in answering these questions seemed to involve unpacking students ' use of these words . For instance , what , exactly , were students trying to say when they called reading boring ? Or what did ...
Inhoudsopgave
Volume 49 Number | 1 |
Historical Antecedents to Contemporary | 31 |
An Exploration of University Students Spelling Abilities | 53 |
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achievement activities adult African American alphabet analysis Anderson answers approach asked assessment Association attempts attitudes Bear beliefs boring bound prior knowledge Check classroom College concept correct course cultural knowledge culturally bound prior designed Education effective engagement English examination example experiences explained exploration Figure grade hard important included individual influence instruction interest International interviews inventory involved Journal language learning letters literacy literature materials meaning measure method Michigan mid-range motivation participants pattern Pearson perceptions performance phonics play points practice presented Press primer published questions range readers reading and writing reading comprehension relationship responses schema scored selected skills sound spellers spelling stories strategies suggested Table teachers teaching theory third tool understanding University values vocabulary word York young