Reading Horizons, Volume 20Psycho-Educational Clinic and the Western Michigan University Chapter of the International Reading Association, Kalamazoo, Mich., 1979 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 143
Nevertheless , the abuse can have drastic emotional effects that can severely impair the child's ability to function normally in the classroom . Although not being physically abused , the child may have other problems that produce ...
Nevertheless , the abuse can have drastic emotional effects that can severely impair the child's ability to function normally in the classroom . Although not being physically abused , the child may have other problems that produce ...
Pagina 144
If society continues to be materialistic , children from poorer environments will continue to suffer emotional stress . ... pace of school and society may directly impose additional stress and strain on the already . frustrated child .
If society continues to be materialistic , children from poorer environments will continue to suffer emotional stress . ... pace of school and society may directly impose additional stress and strain on the already . frustrated child .
Pagina 145
However , the teacher must have and express expectations beyond the children's current levels of achievement to activate a rather potent tool in teaching - self - fulfilling prophecy . 4. The teacher should not force a child to perform ...
However , the teacher must have and express expectations beyond the children's current levels of achievement to activate a rather potent tool in teaching - self - fulfilling prophecy . 4. The teacher should not force a child to perform ...
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