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Pagina 140
According to Russell ( 1979 ) , the identification process begins with a relationship between a reader , or listener , and a story character . The purpose of this relationship is to expand one's self - concept as readers are made aware ...
According to Russell ( 1979 ) , the identification process begins with a relationship between a reader , or listener , and a story character . The purpose of this relationship is to expand one's self - concept as readers are made aware ...
Pagina 314
Stanovich ( 1986 ) contrasts the reading experiences of good and poor readers , characterizing the contrast as a situation in which the rich get richer and the poor get poorer . Poor readers rarely get opportunities to read the books ...
Stanovich ( 1986 ) contrasts the reading experiences of good and poor readers , characterizing the contrast as a situation in which the rich get richer and the poor get poorer . Poor readers rarely get opportunities to read the books ...
Pagina 317
Students seemed to adopt a new view of themselves as readers , and many beamed with pride as they left discussion sessions carrying the book for the next week . Participation in the original Classic Books program had become something of ...
Students seemed to adopt a new view of themselves as readers , and many beamed with pride as they left discussion sessions carrying the book for the next week . Participation in the original Classic Books program had become something of ...
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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