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 303
... strategies must go beyond the printed page ( Tierney and Pearson , 1983 ; Rumelhart , 1985 ; Goodman , 1986 ) . The pedagogy of reading has also changed from teacher directed , skill building strate- gies to student entered process ...
... strategies must go beyond the printed page ( Tierney and Pearson , 1983 ; Rumelhart , 1985 ; Goodman , 1986 ) . The pedagogy of reading has also changed from teacher directed , skill building strate- gies to student entered process ...
Pagina 306
... strategies ( Kelly and Farnan , 1990 ) . It appears that some read- ing educators are examining ways that instructional practices can be made compatible with espoused theory . During periods of reform , reading educators expect theory ...
... strategies ( Kelly and Farnan , 1990 ) . It appears that some read- ing educators are examining ways that instructional practices can be made compatible with espoused theory . During periods of reform , reading educators expect theory ...
Pagina 309
Table 1 Reported Use of Reading Strategies by Whole Language Respondents ( n = 32 ) Percent of Responses Strategies Rarely Occasionally Often 1. Assigned reading 0 9 91 2. Cooperative learning ( Slavin / Johnson ) 19 3. Teacher ...
Table 1 Reported Use of Reading Strategies by Whole Language Respondents ( n = 32 ) Percent of Responses Strategies Rarely Occasionally Often 1. Assigned reading 0 9 91 2. Cooperative learning ( Slavin / Johnson ) 19 3. Teacher ...
Inhoudsopgave
EDX | 13 |
Perceptions and Reactions | 30 |
Alphabet Books Can Be Used | 44 |
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