Reading Horizons, Volume 51Psycho-Educational Clinic and the Western Michigan University Chapter of the International Reading Association, Kalamazoo, Mich., 2011 Reading Horizons began in 1960 by Dorothy J. McGinnis as a local reading education newsletter and developed into an international journal serving reading educators and researchers. Major colleges, universities, and individuals subscribe to Reading Horizons across the United States, Canada and a host of other countries. Dedicated to adding to the growing body of knowledge in literacy, the quarterly journal welcomes new and current research, theoretical essays, opinion pieces, policy studies, and best literacy practices. As a peer-reviewed publication, Reading Horizons endeavors to bring school professionals, literacy researchers, teacher educators, parents, and community leaders together in a collaborative community to widen literacy and language arts horizons. |
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Pagina 71
... DRA score ( M 16.50 , SD = 2.33 ) than entry DRA score ( M = 2.81 , SD = 2.2 ) . All first - grade non- tutored students had ... exit DRA scores by gender and groups . There was a main effect of group , F ( 3 , 117 ) = 47.063 , p < .001 ...
... DRA score ( M 16.50 , SD = 2.33 ) than entry DRA score ( M = 2.81 , SD = 2.2 ) . All first - grade non- tutored students had ... exit DRA scores by gender and groups . There was a main effect of group , F ( 3 , 117 ) = 47.063 , p < .001 ...
Pagina 73
... exit DRA scores of struggling readers . The tutoring program and the regular reading activities seemed to improve the oral reading fluency and comprehension of struggling readers as measured by the DRA . With a closer look at the increased ...
... exit DRA scores of struggling readers . The tutoring program and the regular reading activities seemed to improve the oral reading fluency and comprehension of struggling readers as measured by the DRA . With a closer look at the increased ...
Pagina 74
... exit DRA scores than their entry DRA scores , therefore no gender difference was found among nontutored students . Regular classroom reading activi- ties seemed to work the same for both male and female students . On the other hand , no ...
... exit DRA scores than their entry DRA scores , therefore no gender difference was found among nontutored students . Regular classroom reading activi- ties seemed to work the same for both male and female students . On the other hand , no ...
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