Reading Horizons, Volume 49,Nummer 3College of Education Western Michigan University and the Homer L.J. Carter Reading Council, 2009 |
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Pagina 244
... approach to feedback and the content of feedback . Codes and their operational definitions were revised once data were initially coded . Approach feedback is divided into two main catego- ries : improvement - oriented and evaluative ...
... approach to feedback and the content of feedback . Codes and their operational definitions were revised once data were initially coded . Approach feedback is divided into two main catego- ries : improvement - oriented and evaluative ...
Pagina 246
... Approach 30 % 20 % 10 % 0 % Ideas Conventions Sentence Fluency Organization Word Choice Improvement Voice Positive , evaluative Negative , evaluative Directions Approach edback by Feedb 100 % 90 % 80 %. Figure 1. Content feedback by ...
... Approach 30 % 20 % 10 % 0 % Ideas Conventions Sentence Fluency Organization Word Choice Improvement Voice Positive , evaluative Negative , evaluative Directions Approach edback by Feedb 100 % 90 % 80 %. Figure 1. Content feedback by ...
Pagina 249
... approach and con- tent . In investigating this , the study also looked at how feedback differed across grade levels ... Approach Teachers differed in the approach of feedback they An Analysis of Feedback Given to Strong and Weak Student ...
... approach and con- tent . In investigating this , the study also looked at how feedback differed across grade levels ... Approach Teachers differed in the approach of feedback they An Analysis of Feedback Given to Strong and Weak Student ...
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Adrian College approach of feedback Center changes classroom companion TV websites content categories content feedback curricular curriculum Deborah Sampson developmentally appropriate early literacy Educational Research emergent literacy evaluative feedback expectations explicit explore feedback given formative assessment Gehsmann girls given to strong grade level hypertext ideas improvement-oriented feedback Internet intertextual connections intertextual links ISBN issues Journal kindergarten kindergarten teachers Kristeva learning level band literacy instruction literacy practices London Group Longwood University media studies Michigan multiliteracies multimodal NAEYC negative participants perspective professional development programs questions Rachel raising student achievement readers reading and writing Reading Horizons Reading Research Quarterly respondents Retrieved scaffolding sentence fluency SIX TRAITS standards strong and weak Strong student writers student writers received survey teach television websites texts topic TV-Internet connections University University of Dayton University of Michigan-Flint voice weak student writers weak writers received Western Michigan University York young children