Reading Horizons, Volume 15Psycho-Educational Clinic and the Western Michigan University Chapter of the International Reading Association, Kalamazoo, Mich., 1974 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 192
Hypothesis and Analysis Hypothesis Number 1 : There will be no significant difference in the evaluative factor on a semantic differential at the first grade level between children in an individualized reading program and children in a ...
Hypothesis and Analysis Hypothesis Number 1 : There will be no significant difference in the evaluative factor on a semantic differential at the first grade level between children in an individualized reading program and children in a ...
Pagina 193
N Mean S.D. t Total Basal 53 2.250 .370 1.196 * Total Individualized 45 2.416 .395 * = significant at the .05 level . A significant difference appeared between the basal group and the individualized group on the potency factor in favor ...
N Mean S.D. t Total Basal 53 2.250 .370 1.196 * Total Individualized 45 2.416 .395 * = significant at the .05 level . A significant difference appeared between the basal group and the individualized group on the potency factor in favor ...
Pagina 195
TABLE VII A COMPARISON OF THE MEAN SCORES ON THE EVALUATIVE FACTOR FOR THE BOYS ON THE CONCEPT : HOW DOES READING MAKE ME FEEL ? t N 29 Mean 2.172 S.D. .491 Boys Basal 1.638 Boys Individualized 22 2.398 .480 No significant difference ...
TABLE VII A COMPARISON OF THE MEAN SCORES ON THE EVALUATIVE FACTOR FOR THE BOYS ON THE CONCEPT : HOW DOES READING MAKE ME FEEL ? t N 29 Mean 2.172 S.D. .491 Boys Basal 1.638 Boys Individualized 22 2.398 .480 No significant difference ...
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Inhoudsopgave
LOIS B MUEHL 12 A Reading Program Isnt | 12 |
TOWNER AND 21 Books for Young Children | 21 |
ELEANOR BUELKE 27 We Suggest | 31 |
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ability achievement activities appear approach areas Association attitudes basic become beginning behavior better Center child classroom competencies comprehension concept concerned continue courses describe directed disabled discussion Editor effective English errors evaluation examination experience factors feel field four French given grade high school HORIZONS ideas important improvement indicates individual instruction interested involved kind language learning major materials means measure methods Michigan Michigan University nature person points positive practice present primary problems publication pupils questions readers reading instruction reading program reading skills Reading Teacher responsible secondary school selected significant skills specific success suggests taught teaching teaching reading techniques tests thinking tion University vocabulary Western Michigan words writing York young
Bibliografische gegevens
| Titel | Reading Horizons, Volume 15 |
| Bijdragers | International Reading Association. Western Michigan University Chapter, Western Michigan University. Psycho-Educational Clinic, Western Michigan University. Reading Center and Clinic, Homer L.J. Carter Reading Council, Western Michigan University. College of Education, Dorothy J. McGinnis Reading Center and Clinic |
| Uitgever | Psycho-Educational Clinic and the Western Michigan University Chapter of the International Reading Association, Kalamazoo, Mich., 1974 |
| Oorspronkelijk uit | de University of Michigan |
| Gedigitaliseerd | 23 feb 2007 |
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