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 65
The word was learned because it had immediate usefulness . ( Group A , 9
responses ; Group B , 7 responses ) . Thirteen of the responses in this category
were directly related to classroom experience . Of these , two words were
identified as ...
The word was learned because it had immediate usefulness . ( Group A , 9
responses ; Group B , 7 responses ) . Thirteen of the responses in this category
were directly related to classroom experience . Of these , two words were
identified as ...
Pagina 130
As Table 1 indicates , the first four reasons ( survival , knowledge , personal
development and pleasure ) were identified about equally by the teachers . No
teacher mentioned the shared experience reason , however , or failed to identify
some ...
As Table 1 indicates , the first four reasons ( survival , knowledge , personal
development and pleasure ) were identified about equally by the teachers . No
teacher mentioned the shared experience reason , however , or failed to identify
some ...
Pagina 131
Girls vs. Boys The profiles of girls and boys were also quite similar , as no
significant relationship was identified between sex and reason for reading ( see
Table 3 ) . Nearly the same percentage of girls and boys identified survival ,
personal ...
Girls vs. Boys The profiles of girls and boys were also quite similar , as no
significant relationship was identified between sex and reason for reading ( see
Table 3 ) . Nearly the same percentage of girls and boys identified survival ,
personal ...
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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 |
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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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