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 89
... types of text . In an attempt to consolidate the findings , Table 1 , Text Type Differences in Student Perceptions of Content , provides an over- view of student perceptions . Information books . In regard to students ' thinking about ...
... types of text . In an attempt to consolidate the findings , Table 1 , Text Type Differences in Student Perceptions of Content , provides an over- view of student perceptions . Information books . In regard to students ' thinking about ...
Pagina 92
... types of information on the topic . In contrast , when identifying the author's purpose in the informational storybooks , students identified their dual nature , efferent and aesthetic , to both provide information and , as Mike said ...
... types of information on the topic . In contrast , when identifying the author's purpose in the informational storybooks , students identified their dual nature , efferent and aesthetic , to both provide information and , as Mike said ...
Pagina 151
... types of questions . As indicated earlier , the means also indicate these similar ratings . Why do students rate themselves similarly on both levels of questions when their performance varied so greatly ? It is possible that the ...
... types of questions . As indicated earlier , the means also indicate these similar ratings . Why do students rate themselves similarly on both levels of questions when their performance varied so greatly ? It is possible that the ...
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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