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Pagina 16
Traditional instruction may be appropriate for the few children , like Audrey , who are developmentally able to transfer skills learned in highly controlled settings to more natural reading settings ( such as independent reading time ) ...
Traditional instruction may be appropriate for the few children , like Audrey , who are developmentally able to transfer skills learned in highly controlled settings to more natural reading settings ( such as independent reading time ) ...
Pagina 151
Polly and Robbie shared the same kindergarten teacher in a setting characterized as a traditional skills based , basal - driven classroom . Seth attended yet another kindergarten in a neighboring city that is also characterized as a ...
Polly and Robbie shared the same kindergarten teacher in a setting characterized as a traditional skills based , basal - driven classroom . Seth attended yet another kindergarten in a neighboring city that is also characterized as a ...
Pagina 323
Later , when Leader 2 probed for additional comments on the sensitive topic of death , Leader 1 did not wait for a response and instead interrupted with a command to describe the book's setting . After the extended silence that followed ...
Later , when Leader 2 probed for additional comments on the sensitive topic of death , Leader 1 did not wait for a response and instead interrupted with a command to describe the book's setting . After the extended silence that followed ...
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Inhoudsopgave
Editor Jeanne M Jacobson | 2 |
How Can We Use What We Know About | 19 |
A Survey of Classroom Teachers Perceptions | 31 |
Copyright | |
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achievement activities asked assessment Association attitudes Audrey become begin behavior bibliotherapy Center Chapter characters classroom concepts discussion Education effective elementary evaluation example experience factors four functions grade ideas identify illustrations important indicated individual instruction interest involved issue Journal Kalamazoo kindergarten knowledge language learners learning listening literacy literature lives materials mean Michigan observed parents participants percent picture planning portfolios positive practices presented problems process writing published questions readers Reading Horizons reflect reported represented responses role selection Service setting share significant skills specific story strategies subjects successful suggested survey teachers teaching textbooks theme thinking tion topic traditional understanding unit University Western Michigan University whole language writing written York