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Pagina 246
In general , there was little feedback given to either student group in sentence fluency . While strong writers received only positive sentence fluency feedback , weak writers received no feedback in sentence fluency .
In general , there was little feedback given to either student group in sentence fluency . While strong writers received only positive sentence fluency feedback , weak writers received no feedback in sentence fluency .
Pagina 248
A little over 10 % of the total feedback given was on the more complex content categories like sentence fluency , voice , and word choice . A little over 1 % of feedback was on sentence fluency , nearly 2 % of feed- back was on voice ...
A little over 10 % of the total feedback given was on the more complex content categories like sentence fluency , voice , and word choice . A little over 1 % of feedback was on sentence fluency , nearly 2 % of feed- back was on voice ...
Pagina 249
The more complex traits of good writing ( e.g. sen- tence fluency and voice ) should be introduced in the higher grades . ... In Intermediate II ( grades 5 and 6 ) , only 6 % of feedback was on sentence fluency and on voice .
The more complex traits of good writing ( e.g. sen- tence fluency and voice ) should be introduced in the higher grades . ... In Intermediate II ( grades 5 and 6 ) , only 6 % of feedback was on sentence fluency and on voice .
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Veelvoorkomende woorden en zinsdelen
accessed activities actual additional approach appropriate asked assessment Association become believe Center changes classroom College Communication companion complex connections content feedback curriculum developmentally directions discussed early Education effective evaluative example expectations experience explicit explore feedback given formative girls give grades Group ideas improve improvement-oriented feedback increasing individual instruction Internet intertextuality ISBN issues Journal kindergarten teachers language learning less literacy literacy instruction materials meaning Michigan negative noted Organization participants perspective play positive practices presented printed professional development programs questions raising readers readiness reading Reading Horizons refers reported respondents sentence fluency social standards story strong student achievement suggests survey teach television texts topic traits TV websites TV-Internet types University viewing voice weak weak writers Word Choice writers received writing York young
Bibliografische gegevens
| Titel | Reading Horizons, Volume 49,Nummer 3 |
| Bijdragers | Western Michigan University. Reading Center and Clinic, Homer L.J. Carter Reading Council, Western Michigan University. Psycho-Educational Clinic, Western Michigan University. College of Education |
| Uitgever | College of Education Western Michigan University and the Homer L.J. Carter Reading Council, 2009 |
| Oorspronkelijk uit | de University of California |
| Gedigitaliseerd | 14 april 2017 |
| Citatie exporteren | BiBTeX EndNote RefMan |