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 13
... practice reading aloud within WCCR without suffering a loss of self - esteem . While readers improved in applying ... practice is required by students to become unglued from the decoding process . Other researchers also suggest that ...
... practice reading aloud within WCCR without suffering a loss of self - esteem . While readers improved in applying ... practice is required by students to become unglued from the decoding process . Other researchers also suggest that ...
Pagina 23
... practice either . Reading fluency experts allege the best way to facilitate the shift from deliber- ate decoding to recognizing the whole word is through extensive practice ( Kuhn & Stahl , 2003 ; Rasinski , 2003 ) . SSR is designed to ...
... practice either . Reading fluency experts allege the best way to facilitate the shift from deliber- ate decoding to recognizing the whole word is through extensive practice ( Kuhn & Stahl , 2003 ; Rasinski , 2003 ) . SSR is designed to ...
Pagina 282
... practice , reflections , inquiries , and narratives . It is assumed that the knowledge teachers need to improve their practice comes from enhancing their own under- standings of their actions . The third conception of teacher learning ...
... practice , reflections , inquiries , and narratives . It is assumed that the knowledge teachers need to improve their practice comes from enhancing their own under- standings of their actions . The third conception of teacher learning ...
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