Reading Horizons, Volume 36College of Education Western Michigan University and the Homer L. J. Carter Reading Council, 1995 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 68
... activities A summer teaching session gave us a chance to test our theory that the recognition of anachronisms could be devel- oped by teachers into instructional vocabulary activities for classroom use with pupils . We challenged the 24 ...
... activities A summer teaching session gave us a chance to test our theory that the recognition of anachronisms could be devel- oped by teachers into instructional vocabulary activities for classroom use with pupils . We challenged the 24 ...
Pagina 72
... activities produced by the teachers . For demonstration and brevity , the abbreviated activities are presented without the pupil's writing response box . As planned , each activity was centered around the common schema , cultural ...
... activities produced by the teachers . For demonstration and brevity , the abbreviated activities are presented without the pupil's writing response box . As planned , each activity was centered around the common schema , cultural ...
Pagina 73
... activities in each center . It took an average of 30 to 45 minutes ( 2 to 3 sessions ) for each group or individual to com- plete a center . Each center had a classroom life of about two weeks . Centers were typically voluntary , but ...
... activities in each center . It took an average of 30 to 45 minutes ( 2 to 3 sessions ) for each group or individual to com- plete a center . Each center had a classroom life of about two weeks . Centers were typically voluntary , but ...
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Editor Jeanne M Jacobson | 2 |
Learning About Language Arts Instruction Through | 3 |
Answers From | 23 |
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activities aesthetic African-American anachronisms approach assessment behaviors chil child children's literature children's writing cognitive College of Education complexity comprehension concepts content area curriculum developmental discussion Dissertation Abstracts International dren Education Western Michigan effective elementary emergent literacy environment evaluation example focused genres grade graphemes Heinemann Iktomi International Reading Association Joe Chapel Journal of Reading Kalamazoo Michigan kindergarten language arts learners literary analysis main ideas materials mathematics metacognitive misspellings noun oral language portfolios Portsmouth Portsmouth NH practice predictable book preservice teachers prior knowledge questions readers reading and writing READING HORIZONS Reading Teacher reflect responses to literature Rosenblatt round robin reading self-efficacy sentences share skills skills-based social studies SQ3R SRQ2R story experience structure of text teacher education teaching text structures tion topic transactional criticism understanding verb Western Michigan University whole language Wiseman words written wrote young children