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 6
... teachers felt was not being met . The participating classroom teachers shared their opinions with the researcher that the chosen passages were representative of narrative reading expectations in their classroom and school . It is ...
... teachers felt was not being met . The participating classroom teachers shared their opinions with the researcher that the chosen passages were representative of narrative reading expectations in their classroom and school . It is ...
Pagina 164
... teachers , literacy coaches , and administrators can use these very specific teaching characteristics to reflect upon and guide reading comprehension instruction . Teachers Need Differentiated Support Just as Their Students Do The 3 ...
... teachers , literacy coaches , and administrators can use these very specific teaching characteristics to reflect upon and guide reading comprehension instruction . Teachers Need Differentiated Support Just as Their Students Do The 3 ...
Pagina 219
... teachers were required to emphasize theme vocabulary during reading and in follow - up small group activities . Teachers were required to teach alphabet letter recognition ( using at least three letters per week ) and later phonemic ...
... teachers were required to emphasize theme vocabulary during reading and in follow - up small group activities . Teachers were required to teach alphabet letter recognition ( using at least three letters per week ) and later phonemic ...
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