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 50
THE EFFECTIVENESS OF INTENSIVE PHONICS Gwen Fulwiler PRIMARY
SUPERVISOR SCHOOL DISTRICT NO . 34 , ABBOTSFORD , BRITISH
COLUMBIA Patrick Groff PROFESSOR OF EDUCATION , SAN DIEGO STATE
UNIVERSITY An ...
THE EFFECTIVENESS OF INTENSIVE PHONICS Gwen Fulwiler PRIMARY
SUPERVISOR SCHOOL DISTRICT NO . 34 , ABBOTSFORD , BRITISH
COLUMBIA Patrick Groff PROFESSOR OF EDUCATION , SAN DIEGO STATE
UNIVERSITY An ...
Pagina 51
struction is , at worst , detrimental to the development of children's reading skills ,
or at the very least , is of no consequence one way or the other to the reading
teacher . Smith , for example , finds phonics instruction “ a potential and powerful
...
struction is , at worst , detrimental to the development of children's reading skills ,
or at the very least , is of no consequence one way or the other to the reading
teacher . Smith , for example , finds phonics instruction “ a potential and powerful
...
Pagina 52
Only after this goal is reached does it teach phonics , and then in an incidental
manner . Beyond being delayed until a set number of " sight " words are learned
by pupils , phonics is taught in this program in a less intensive , less direct , and ...
Only after this goal is reached does it teach phonics , and then in an incidental
manner . Beyond being delayed until a set number of " sight " words are learned
by pupils , phonics is taught in this program in a less intensive , less direct , and ...
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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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