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being represented in a positive light . It also helps these children to bridge the gaps between school and home ( Edwards & Walker , 1995 ) , as a result , empowering them to cope with multiple , oftentimes conflicting , identities .
being represented in a positive light . It also helps these children to bridge the gaps between school and home ( Edwards & Walker , 1995 ) , as a result , empowering them to cope with multiple , oftentimes conflicting , identities .
Pagina 130
Positively evaluated events are those in which the student expresses enjoyment or satisfaction with the literacy ... For example , Dwayne expresses his positive evaluation of book reading in his written narrative of an experience he had ...
Positively evaluated events are those in which the student expresses enjoyment or satisfaction with the literacy ... For example , Dwayne expresses his positive evaluation of book reading in his written narrative of an experience he had ...
Pagina 190
In terms of specific components of the program , responses were also strongly positive . Most notably , teachers indicated the course text and readings were relevant to their teaching practice ( M = 4.704 ) , in addition , the program ...
In terms of specific components of the program , responses were also strongly positive . Most notably , teachers indicated the course text and readings were relevant to their teaching practice ( M = 4.704 ) , in addition , the program ...
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academic achievement activities addition adolescent African American boys African American males alphabet approach assessment Association Author awareness beginning bilingual candidates Chinese classroom College comprehension concepts construct course critical culture curriculum describes disciplines discussion early early literacy effective elementary ELL students engage English language learners example experience factors findings five fluency girls grade identified important included increase indicated instruction issues Journal knowledge learning letters literacy literature look mean Michigan narrative noted observed oral participants phonemic picture books positive practices preparation preschool present professional development questions range readers reading maturity response selected skills social specific spelling story strategies suggested survey Table talk teacher education teachers teaching thinking understanding University vocabulary writing York young
Bibliografische gegevens
| Titel | Reading Horizons, Volume 52,Nummers 1-3 |
| Bijdragers | Western Michigan University. Psycho-Educational Clinic, International Reading Association. Western Michigan University Chapter, Western Michigan University. Reading Center and Clinic, Homer L.J. Carter Reading Council, Western Michigan University. College of Education, Dorothy J. McGinnis Reading Center and Clinic |
| Uitgever | Psycho-Educational Clinic and the Western Michigan University Chapter of the International Reading Association, Kalamazoo, Mich., 2012 |
| Oorspronkelijk uit | University of California |
| Gedigitaliseerd | 11 mei 2018 |
| Citatie exporteren | BiBTeX EndNote RefMan |