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 213
... letters and six letter - sounds , and a second sample recognized 74 % of the letters and nine letter sounds . Justice and Ezell ( 2002 ) found that low SES preschoolers know a mean of 6.0-6.8 letters out of a set of 20 letters , but ...
... letters and six letter - sounds , and a second sample recognized 74 % of the letters and nine letter sounds . Justice and Ezell ( 2002 ) found that low SES preschoolers know a mean of 6.0-6.8 letters out of a set of 20 letters , but ...
Pagina 220
... letters at the same time as the sounds associated with the letters . Teachers use large inflatable dolls called letter people and songs and stories to introduce children to the letter shapes , names , and sounds . Observations during ...
... letters at the same time as the sounds associated with the letters . Teachers use large inflatable dolls called letter people and songs and stories to introduce children to the letter shapes , names , and sounds . Observations during ...
Pagina 222
... letters and 54 % of the children . knew fewer than three letters . Only 2 % of the children could segment a single pho- neme . As expected , most of the project children exhibited very little knowledge of the foundational concepts about ...
... letters and 54 % of the children . knew fewer than three letters . Only 2 % of the children could segment a single pho- neme . As expected , most of the project children exhibited very little knowledge of the foundational concepts about ...
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