Reading Horizons, Volume 51,Nummer 3College of Education Western Michigan University and the Homer L.J. Carter Reading Council, 2012 |
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Pagina 212
... expected to know few , if any , alphabet letters so all children may cluster at the low end of the continuum , making it difficult to know which children will move out of the lower end of the continuum after receiving instruction and ...
... expected to know few , if any , alphabet letters so all children may cluster at the low end of the continuum , making it difficult to know which children will move out of the lower end of the continuum after receiving instruction and ...
Pagina 222
... expected age ranges in alpha- bet recognition and a low percentage of children ( 48 % and 30 % ) reached expected levels on the concepts about print assessment . The difference between the percent- age of children who reached expected ...
... expected age ranges in alpha- bet recognition and a low percentage of children ( 48 % and 30 % ) reached expected levels on the concepts about print assessment . The difference between the percent- age of children who reached expected ...
Pagina 225
... expected goals . More than 90 % of the children knew an appropriate number of alphabet letters ( 50 % or more ) ; in fact 50 % of the project children knew 40 or more alphabet letters . More than 75 % of the project children could ...
... expected goals . More than 90 % of the children knew an appropriate number of alphabet letters ( 50 % or more ) ; in fact 50 % of the project children knew 40 or more alphabet letters . More than 75 % of the project children could ...
Inhoudsopgave
Volume 51 Number 3 | 190 |
Revitalizing Tier 2 Intervention with Graphic Novels | 208 |
A Mixed Method Study of the Effectiveness of the Accelerated Reader | 229 |
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Accelerated Reader program Adolescent Literacy alphabet letters alphabet recognition animals ANOVAs assessment beginning phoneme benchmarks Billycan children knew comprehension concepts about print contexts control classrooms curriculum decoding developmental ranges DIBELS disabilities Early Literacy Early Reading education classroom Educational Psychology effective ELKA EOWPVT field notes Fielding-Barnsley grade graphic novels Graphix/Scholastic Guthrie identifying children Ihnot illustrations included intervention program intervention teacher ISBN Journal of Educational kindergarten language lesson letter-sound literacy instruction Lonigan materials mice middle class children middle school students motivation to read National Reading Panel Oral reading participating Pavonetti phonemic awareness phonological awareness posttest preschool pretest Project EXEL qualitative reading achievement reading difficulties Reading Horizons reading levels reading motivation Reading Research Quarterly Renaissance Learning response to intervention risk segment sight words Smetana story strategies struggling readers subtests Teaching tests Tier 2 intervention tion visual vocabulary week Western Michigan University Wigfield York