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 48
Without this understanding , the student will not appreciate the evolutionary aspect of the statement , nor have complete comprehension of the concept itself . Another problem which youngsters have in reading most textbooks is the heavy ...
Without this understanding , the student will not appreciate the evolutionary aspect of the statement , nor have complete comprehension of the concept itself . Another problem which youngsters have in reading most textbooks is the heavy ...
Pagina 106
Psycholinguistics - A Concept Psycholinguistics , as the word itself connotes , is the alliance of two respected disciplines ... The union of the two disciplines is a fortunate one since it makes possible the application of concepts and ...
Psycholinguistics - A Concept Psycholinguistics , as the word itself connotes , is the alliance of two respected disciplines ... The union of the two disciplines is a fortunate one since it makes possible the application of concepts and ...
Pagina 113
Since it is not feasible to teach students every concept presented , decisions regarding their relative im portance are generally made . The number of concepts for which students are then held responsible determines the scope of ...
Since it is not feasible to teach students every concept presented , decisions regarding their relative im portance are generally made . The number of concepts for which students are then held responsible determines the scope of ...
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