Reading Horizons, Volumes 11-12Reading 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 37
The author stated that carefully designed longitudinal studies such as Katrina de Hirsch's ( 1966 ) study are necessary before the causes of reading failure can be ascertained . He pointed out that we should never become smug about what ...
The author stated that carefully designed longitudinal studies such as Katrina de Hirsch's ( 1966 ) study are necessary before the causes of reading failure can be ascertained . He pointed out that we should never become smug about what ...
Pagina 197
Equally important , once the students have learned to read ideas , is not only what they read , but what they are reading for — what they are reading to become . Certainly , it must be seen , the student who is truly reading is thinking ...
Equally important , once the students have learned to read ideas , is not only what they read , but what they are reading for — what they are reading to become . Certainly , it must be seen , the student who is truly reading is thinking ...
Pagina 197
Equally important , once the students have learned to read ideas , is not only what they read , but what they are reading for — what they are reading to become . Certainly , it must be seen , the student who is truly reading is thinking ...
Equally important , once the students have learned to read ideas , is not only what they read , but what they are reading for — what they are reading to become . Certainly , it must be seen , the student who is truly reading is thinking ...
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Inhoudsopgave
Editorial Comment Accountability | 5 |
A New Teacher Looks Toward That First Memorable Year | 14 |
Echoes from the Field | 22 |
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ability achievement activities adult appears approach asked basic become beginning boys Center child classroom Clinic communication comprehension concept concerned course creative determine disabled discussion Editor effective elementary English evaluation experience factors feel give given goal grade high school ideas identify important improvement indicate individual instruction interest International Reading Association involved Journal knowledge language learning LIBRARIES listening literature look March materials means measure meet methods Michigan needs objectives observed parents patterns performance practice present problems pupils questions readers reading program reading skills Reading Teacher relationships remedial responses scores secondary selected situation skills specific standard structure success suggest teaching techniques thinking tion understanding University vocabulary writing
Bibliografische gegevens
| Titel | Reading Horizons, Volumes 11-12 |
| Bijdragers | International Reading Association Western Michigan University Chapter, Western Michigan University. Reading Center and Clinic, Homer L.J. Carter Reading Council, Western Michigan University. College of Education, Western Michigan University. Psycho-Educational Clinic |
| Uitgever | Western Michigan University Press, 1970 |
| Oorspronkelijk uit | de University of Michigan |
| Gedigitaliseerd | 22 feb 2007 |
| Citatie exporteren | BiBTeX EndNote RefMan |