Reading Horizons, Volume 21Psycho-Educational Clinic and the Western Michigan University Chapter of the International Reading Association, Kalamazoo, Mich., 1980 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 62
which are active are determined by the activation weights of " scheme boosters .
... By attaching weight to various environmental stimuli , the scheme boosters
determine not only which stimuli will be attended to , but the amount of mental ...
which are active are determined by the activation weights of " scheme boosters .
... By attaching weight to various environmental stimuli , the scheme boosters
determine not only which stimuli will be attended to , but the amount of mental ...
Pagina 213
Students need to learn how to survey a reading assignment in order to determine
the degree of difficulty , based on material and reader prior knowledge . They
need to learn how to establish purpose for reading or deal with the purpose that ...
Students need to learn how to survey a reading assignment in order to determine
the degree of difficulty , based on material and reader prior knowledge . They
need to learn how to establish purpose for reading or deal with the purpose that ...
Pagina 217
The strategy presented here follows the theory of content area reading which
means that the content determines the process . That is , the subject matter
teacher first identifies the content understandings to be gained by the students ,
and then ...
The strategy presented here follows the theory of content area reading which
means that the content determines the process . That is , the subject matter
teacher first identifies the content understandings to be gained by the students ,
and then ...
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Inhoudsopgave
STEVENS The Effect of Interest on | 12 |
RICHARD T VACCA How Preservice Teachers Perceive | 28 |
SMITH CrossAge Tutoring Using the 4 | 44 |
Copyright | |
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ability achievement acquisition activities adult appears approach areas asked aspects assessment attitudes toward reading average become beginning better Black child classroom College complete comprehension concerning course determine dialect difficulty direct disabled discussion Education effect elementary English evaluation example experience factors feel four further given grade ideas identified important indicated individual interest Journal knowledge language learning to read linguistic materials meaning measured methods Michigan nature necessary older oral parents performance phonics positive practice presented problems published pupils questions readers reading education reading instruction Reading Teacher reason relationship reported responses scores selected sentence significant skills specific Standard story strategies subjects success suggested Table task teaching tion tutor understand University vocabulary
Bibliografische gegevens
| Titel | Reading Horizons, Volume 21 |
| Bijdragers | Western Michigan University. Reading Center and Clinic, Western Michigan University. Psycho-Educational Clinic, Homer L.J. Carter Reading Council, Western Michigan University. College of Education |
| Uitgever | Psycho-Educational Clinic and the Western Michigan University Chapter of the International Reading Association, Kalamazoo, Mich., 1980 |
| Oorspronkelijk uit | de University of Michigan |
| Gedigitaliseerd | 21 feb 2007 |
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