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Pagina 303
Ehri ( 2005 ) believed this was the most important stage because this is when sight word recognition develops . Finally , readers enter the consolidated alphabetic stage where they can identify whole words instantly ( Chard & Pikulski ...
Ehri ( 2005 ) believed this was the most important stage because this is when sight word recognition develops . Finally , readers enter the consolidated alphabetic stage where they can identify whole words instantly ( Chard & Pikulski ...
Pagina 308
In groups of four , students participated in one 40 - minute learning word wall station a week and a 20 - minute whole class activity three times a week . During the first week , a 40 - word pre - running record was administered to all ...
In groups of four , students participated in one 40 - minute learning word wall station a week and a 20 - minute whole class activity three times a week . During the first week , a 40 - word pre - running record was administered to all ...
Pagina 311
It did not address the 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 .
It did not address the 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 .
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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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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
Bibliografische gegevens
| Titel | Reading Horizons, Volume 49,Nummer 4 |
| Bijdragers | Western Michigan University. Reading Center and Clinic, Homer L.J. Carter Reading Council, Western Michigan University. Psycho-Educational Clinic, Western Michigan University. College of Education |
| Uitgever | College of Education Western Michigan University and the Homer L.J. Carter Reading Council, 2009 |
| Oorspronkelijk uit | de University of California |
| Gedigitaliseerd | 14 april 2017 |
| Citatie exporteren | BiBTeX EndNote RefMan |