Reading Horizons, Volume 49,Nummer 4College of Education Western Michigan University and the Homer L.J. Carter Reading Council, 2009 |
Vanuit het boek
Resultaten 1-3 van 10
Pagina 303
... whole word recognition . The four stages are designed as a scaffold and build upon each other . Therefore , mastering one stage leads to the next stage with the reader ultimately recognizing whole words ( Ehri , 2005 ) . Readers at the ...
... whole word recognition . The four stages are designed as a scaffold and build upon each other . Therefore , mastering one stage leads to the next stage with the reader ultimately recognizing whole words ( Ehri , 2005 ) . Readers at the ...
Pagina 308
... whole class activity three times a week . During the first week , a 40 - word pre - running record was administered to all the participants . Following the completion of the pre - running record , the entire class did a 20 - minute ...
... whole class activity three times a week . During the first week , a 40 - word pre - running record was administered to all the participants . Following the completion of the pre - running record , the entire class did a 20 - minute ...
Pagina 311
... whole group activities and their impact . Data collection was restricted to students at the work station to enable the occurrence of direct observation and anecdotal record keeping . Consequently , student learning may have also been ...
... whole group activities and their impact . Data collection was restricted to students at the work station to enable the occurrence of direct observation and anecdotal record keeping . Consequently , student learning may have also been ...
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 |
1 andere gedeelten niet getoond
Overige edities - Alles bekijken
Veelvoorkomende woorden en zinsdelen
ability achieve action addition alphabetic appropriate assessment authors become build challenge classroom College complete contribute cultural Curriculum daily describe determine discuss Education effective elements ELL students engaged English language experiences factors four friends give goal grade high-frequency words Illustrated implementation important improve incorporating increase independent indicated individual instruction interact interests interviews ISBN Journal knowledge language learners learning letter List literacy look material meaning Michigan modeling native needs observation opportunities oral participants physical practice prior proficiency questions readers reading comprehension reading fluency Reading Horizons recognition record recreational reading program responses schema second language silent reading skills sound spelling stage standard story strategies structure successful suggested teacher teaching understanding University vocabulary week whole word wall activities writing York