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Pagina 275
For example , responses indicated that the program was more effective if teachers spread a reading time block into five daily shorter sessions , rather than fewer longer ones . Their rationale was that children could more easily resume ...
For example , responses indicated that the program was more effective if teachers spread a reading time block into five daily shorter sessions , rather than fewer longer ones . Their rationale was that children could more easily resume ...
Pagina 279
About half of the participants ( 51 % ) suggested that having children set goals by predicting the number of pages they anticipate reading during the upcoming session was beneficial . One teacher commented , “ Allowing children to ...
About half of the participants ( 51 % ) suggested that having children set goals by predicting the number of pages they anticipate reading during the upcoming session was beneficial . One teacher commented , “ Allowing children to ...
Pagina 280
... sharing during follow - up sessions , setting goals , and using bookmarks are student facts teachers mentioned that contribute to the success of their program . These findings are substantiated by research that suggests providing ...
... sharing during follow - up sessions , setting goals , and using bookmarks are student facts teachers mentioned that contribute to the success of their program . These findings are substantiated by research that suggests providing ...
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Inhoudsopgave
Volume 49 Number | 270 |
The Effects of Word Walls and Word Wall Activities on the Reading Fluency | 301 |
Good Books for Good Times | 315 |
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