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 220
... important metacognitive activity for writing . By reacting to their own texts as readers , they are better able to evaluate their texts for completeness . Examination and awareness of text structure or relations among segments of a text ...
... important metacognitive activity for writing . By reacting to their own texts as readers , they are better able to evaluate their texts for completeness . Examination and awareness of text structure or relations among segments of a text ...
Pagina 307
... important . That what you're giving them is the most important thing and " that's what I'll put back in here . If we got it from our teachers that must be the really important stuff " ( transcript of reviewers discussion , April 26 ...
... important . That what you're giving them is the most important thing and " that's what I'll put back in here . If we got it from our teachers that must be the really important stuff " ( transcript of reviewers discussion , April 26 ...
Pagina 407
... important . Stage five : web The purpose of this stage is to have students create a web of information . The students return to small discussion groups and each group develops a combined list of all that they knew , found out , and ...
... important . Stage five : web The purpose of this stage is to have students create a web of information . The students return to small discussion groups and each group develops a combined list of all that they knew , found out , and ...
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