Reading Horizons, Volume 40College of Education Western Michigan University and the Homer L. J. Carter Reading Council, 1999 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 17
... knowledge of print . She had not yet grasped the one - to - one correspondence concept , did not understand return sweep , and was inventing text based on picture cues . She had limited sight word knowledge , and was not always able to ...
... knowledge of print . She had not yet grasped the one - to - one correspondence concept , did not understand return sweep , and was inventing text based on picture cues . She had limited sight word knowledge , and was not always able to ...
Pagina 61
... knowledge about print that they demonstrated during various home literacy experiences . At school , the children were often too shy to actively participate in class- room literacy activities to demonstrate their literacy knowledge ...
... knowledge about print that they demonstrated during various home literacy experiences . At school , the children were often too shy to actively participate in class- room literacy activities to demonstrate their literacy knowledge ...
Pagina 69
metacognition for declarative and procedural knowledge purposes . Stu- dents indicate declarative knowledge about text when they recognize dif- ferent text structures , discuss and understand goals and tasks , and under- stand their ...
metacognition for declarative and procedural knowledge purposes . Stu- dents indicate declarative knowledge about text when they recognize dif- ferent text structures , discuss and understand goals and tasks , and under- stand their ...
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