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 158
... language group . These children also wrote fewer declarative statements in first grade . Regardless of proficiency , all first - grade , focal learners from the whole language classrooms produced narrative prose / initial para- graphs ...
... language group . These children also wrote fewer declarative statements in first grade . Regardless of proficiency , all first - grade , focal learners from the whole language classrooms produced narrative prose / initial para- graphs ...
Pagina 161
... language classrooms differed in that they wrote about a wider range of topics . For example , these children also ... learners par- ticipating in this investigation were similar in age , socioeco- nomic status , and in beginning writing ...
... language classrooms differed in that they wrote about a wider range of topics . For example , these children also ... learners par- ticipating in this investigation were similar in age , socioeco- nomic status , and in beginning writing ...
Pagina 369
... learners to go much deeper than the coding and encoding of written symbols . Such learners have experienced language not as a set of isolated skills , but as meaningful , pur- poseful , and inseparable from real life . Active literacy ...
... learners to go much deeper than the coding and encoding of written symbols . Such learners have experienced language not as a set of isolated skills , but as meaningful , pur- poseful , and inseparable from real life . Active literacy ...
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