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Pagina 115
The class carefully studied each of the three primary characters in ... The children decorated each character's drawing using information from the text and the illustrations . The pupils then wrote detailed descriptions of the ...
The class carefully studied each of the three primary characters in ... The children decorated each character's drawing using information from the text and the illustrations . The pupils then wrote detailed descriptions of the ...
Pagina 140
Following the process by which readers establish a sense of identity with a story character , they begin to ... since storybook characters usually solve their problems and thus become positive role models for children to follow ...
Following the process by which readers establish a sense of identity with a story character , they begin to ... since storybook characters usually solve their problems and thus become positive role models for children to follow ...
Pagina 254
Both the Kuo ( 1978 ) and the Makita ( 1968 ) studies reporting extremely low incidence of reading disability explained their findings as attributable to the characteristics of the writing systems . Makita cited the Japanese syllabary's ...
Both the Kuo ( 1978 ) and the Makita ( 1968 ) studies reporting extremely low incidence of reading disability explained their findings as attributable to the characteristics of the writing systems . Makita cited the Japanese syllabary's ...
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Inhoudsopgave
How Can We Use What We Know About | 19 |
Reading | 31 |
Using Newspapers With Remedial Secondary | 41 |
Copyright | |
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ability achievement activities approach asked assessment Association attitudes basal become begin behavior bibliotherapy Center Chapter characters classroom College concepts discussion Education effective elementary evaluation example experience four functions grade ideas identify illustrations important improved indicated individual instruction interest involved issue Journal Kalamazoo kindergarten knowledge language learners learning library media listening literacy literature lives materials mean Michigan observed parents participants percent picture planning positive practice presented problems published questions readers Reading Horizons reflect reported represented responses role selection setting share significant skills specific story strategies subjects suggested survey teachers teaching textbooks theme thinking tion topic traditional understanding unit University Western Michigan University writing written York