Reading Horizons, Volumes 40-41College of Education of Western Michigan University and the Homer L. J. Carter Reading Council, 1999 |
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Pagina 103
... meaning does not re- side solely within the text or solely within the reader ; the meaning for a text comes from the transaction between the reader and the text within a particular context . The reader maintains an active role in ...
... meaning does not re- side solely within the text or solely within the reader ; the meaning for a text comes from the transaction between the reader and the text within a particular context . The reader maintains an active role in ...
Pagina 106
... meaning in interaction with the text . He postulated that gaps in a text provide the impetus for com- munication in the reading process . They provide potentially illuminating moments for the reader : What is missing from the apparently ...
... meaning in interaction with the text . He postulated that gaps in a text provide the impetus for com- munication in the reading process . They provide potentially illuminating moments for the reader : What is missing from the apparently ...
Pagina 219
... meaning from a text , but also recreate meaning beyond a text . Stated differently , these criteria suggest that reading comprehension does not stop with propositional meanings ; rather , it starts with meaning potentials and continues ...
... meaning from a text , but also recreate meaning beyond a text . Stated differently , these criteria suggest that reading comprehension does not stop with propositional meanings ; rather , it starts with meaning potentials and continues ...
Inhoudsopgave
Strategic teaching and strategic learning in firstgrade | 3 |
Applications of cloze procedure to reading assessment | 23 |
Young Chinese ESL childrens home literacy experiences | 47 |
Copyright | |
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