Reading Horizons, Volume 34Psycho-Educational Clinic and the Western Michigan University Chapter of the International Reading Association, Kalamazoo, Mich., 1993 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 295
... positive , neutral and negative statements . In addition , the length of these com- ments was analyzed . Because multiple measures were taken for each student , a multivariate analysis of variance ( MANOVA ) was used to analyze the data ...
... positive , neutral and negative statements . In addition , the length of these com- ments was analyzed . Because multiple measures were taken for each student , a multivariate analysis of variance ( MANOVA ) was used to analyze the data ...
Pagina 296
... Positive , Neutral , and Negative Comments and Length of Responses Comments Group Positive * Neutral Negative Length ** ( in words ) Active Comprehension 1.79 .21 .37 19.53 Teacher - Posed Questions 0.86 .14 .57 9.29 * ** The difference ...
... Positive , Neutral , and Negative Comments and Length of Responses Comments Group Positive * Neutral Negative Length ** ( in words ) Active Comprehension 1.79 .21 .37 19.53 Teacher - Posed Questions 0.86 .14 .57 9.29 * ** The difference ...
Pagina 298
more to say about the experience , and what they said was positive . Why did students in the active comprehension group generate more positive statements about the special class than those in the teacher - question group ? Students in ...
more to say about the experience , and what they said was positive . Why did students in the active comprehension group generate more positive statements about the special class than those in the teacher - question group ? Students in ...
Inhoudsopgave
EDX | 13 |
Perceptions and Reactions | 30 |
Alphabet Books Can Be Used | 44 |
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