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 131
... reading perfor- mance levels and their main reason for reading . As shown in Table 2 , it appears that above average readers tended more often to read for knowledge and pleasure than below average students did , which one would ...
... reading perfor- mance levels and their main reason for reading . As shown in Table 2 , it appears that above average readers tended more often to read for knowledge and pleasure than below average students did , which one would ...
Pagina 143
... readers : balanced , word dominant , and paragraph dominant . Balanced readers are defined as those whose levels of word meaning and paragraph meaning skills as measured by a standardized reading test are more or less equivalent ...
... readers : balanced , word dominant , and paragraph dominant . Balanced readers are defined as those whose levels of word meaning and paragraph meaning skills as measured by a standardized reading test are more or less equivalent ...
Pagina 145
... readers were balanced . Furthermore , the percentage of balanced readers in each grade was virtually the same , ranging only from a low of 79 % ( fourth grade ) to a high of 88 % ( third grade ) . The next most prevalent category was ...
... readers were balanced . Furthermore , the percentage of balanced readers in each grade was virtually the same , ranging only from a low of 79 % ( fourth grade ) to a high of 88 % ( third grade ) . The next most prevalent category was ...
Inhoudsopgave
Aloud | 7 |
RICHARD T VACCA How Preservice Teachers Perceive | 28 |
TIMOTHY R BLAIR Diagnosis of Teachers Reading | 36 |
Copyright | |
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