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Do Teachers Accept Miscues That Are Syntactically and Semantically Acceptable ? For purposes of analysis , the four miscue types given in Table 1 were prioritized starting with those miscues teachers found most acceptable proceeding to ...
Do Teachers Accept Miscues That Are Syntactically and Semantically Acceptable ? For purposes of analysis , the four miscue types given in Table 1 were prioritized starting with those miscues teachers found most acceptable proceeding to ...
Pagina 304
between the text and the miscue sentence involved the use of contractions and word order , 77 % of the teachers responding accepted such reading behavior . These miscues did not seem to alter meaning to any detectable degree .
between the text and the miscue sentence involved the use of contractions and word order , 77 % of the teachers responding accepted such reading behavior . These miscues did not seem to alter meaning to any detectable degree .
Pagina 305
Type TABLE 2 Percentages of Teachers Who Judged Miscues Reflecting Dialect Differences as Acceptable , Unacceptable or Sometimes Acceptable According to Type and Number Number Percentage Percentage Percentages of Miscue of of Teachers ...
Type TABLE 2 Percentages of Teachers Who Judged Miscues Reflecting Dialect Differences as Acceptable , Unacceptable or Sometimes Acceptable According to Type and Number Number Percentage Percentage Percentages of Miscue of of Teachers ...
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Bibliografische gegevens
| Titel | Reading Horizons, Volumes 19-20 |
| Bijdragers | International Reading Association Western Michigan University Chapter, Western Michigan University. Reading Center and Clinic, Homer L.J. Carter Reading Council, Western Michigan University. Psycho-Educational Clinic, Western Michigan University. College of Education |
| Uitgever | College of Education Western Michigan University and the Homer L.J. Carter Reading Council, 1978 |
| Oorspronkelijk uit | de University of California |
| Gedigitaliseerd | 17 april 2017 |
| Citatie exporteren | BiBTeX EndNote RefMan |