Reading Horizons, Volume 2Psycho-Educational Clinic and the Western Michigan University Chapter of the International Reading Association, Kalamazoo, Mich, 1961 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 44
... stories from true stories . They realize a particular story cannot be true , because animals can not really talk or because there really are no fairies . This evaluation of reading material must be continued . As the children develop in ...
... stories from true stories . They realize a particular story cannot be true , because animals can not really talk or because there really are no fairies . This evaluation of reading material must be continued . As the children develop in ...
Pagina 50
... story books dealing with this subject . Many readers have stories entitled , " Long Ago , " " Early Days " which will have ideas per- taining to the topic and will aid the children in their search for information . The children may ...
... story books dealing with this subject . Many readers have stories entitled , " Long Ago , " " Early Days " which will have ideas per- taining to the topic and will aid the children in their search for information . The children may ...
Pagina 100
... story . This story now becomes class property and each child is encouraged to let his ideas be a part of the whole . The story is first only verbal . It can be worked over several times during a week's time . The end result need not be ...
... story . This story now becomes class property and each child is encouraged to let his ideas be a part of the whole . The story is first only verbal . It can be worked over several times during a week's time . The end result need not be ...
Inhoudsopgave
Presidents Message | 63 |
Mental Content and Its Relationship | 74 |
Program for the Year | 84 |
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adult Allen Figurel Aquinas College Auburn University basic Battle Creek Bibliotherapy Blanche Changing Society child classroom teacher course creative develop Developmental Reading emotional emphasis experience factors field of reading graduate fro high school Homer L. J. Carter interest International Reading Association interpret and evaluate language arts learn to read materials McGinnis mean mental content method of teaching Michigan State University Michigan University Chapter Muskegon Heights Object Assembly P.M. Room Picture Completion practice teaching Psycho-Educational Clinic psychological psychologist reading ability reading achievement reading disabilities Reading Horizons Reading Improvement reading instruction reading level reading process reading program reading retardation reading skills responsibility retarded reader Sara Teasdale Scale for Children selection silent reading story student teachers subtest scores teaching of reading teaching reading Texas Christian University tion University Student Center visual Vocabulary Wechsler Intelligence Scale Western Michigan University WISC subtest words York