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Pagina 43
2 ) Identify the audience they feel the book was written for . 3 ) Express the
difficulty they had in reading non - Standard English . 4 ) Generally distinguish
the speech pattern in terms of urban / rural differences . There also existed a
difference in ...
2 ) Identify the audience they feel the book was written for . 3 ) Express the
difficulty they had in reading non - Standard English . 4 ) Generally distinguish
the speech pattern in terms of urban / rural differences . There also existed a
difference in ...
Pagina 290
Given a word orally that contains a short vowel sound , the learner will identify a
written word that contains the same vowel sound . 2. Given a word orally that
contains a dipthong sound , the learner will identify a written word that contains
the ...
Given a word orally that contains a short vowel sound , the learner will identify a
written word that contains the same vowel sound . 2. Given a word orally that
contains a dipthong sound , the learner will identify a written word that contains
the ...
Pagina 225
And the student who has written a single word repeatedly in the first three
minutes , will not continue to do so when the ... This game is best engaged in as a
group activity , particularly if the students have difficulty with reading and writing .
And the student who has written a single word repeatedly in the first three
minutes , will not continue to do so when the ... This game is best engaged in as a
group activity , particularly if the students have difficulty with reading and writing .
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Inhoudsopgave
JEROME AXELROD | 14 |
NICHOLAS P CRISCUOLO | 35 |
R BAIRD SHUMAN | 48 |
Copyright | |
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ability achievement activities actual analysis answer approach areas asked Association attitude basic become beginning behavior Center child classroom competency comprehension concepts difficulty discussion Education effective elementary English example expected experience give given grade grade level ideas identify important improve indicated individual interest involved Journal knowledge language learning letters listening look materials meaning measure methods Michigan objectives parents passage performance person positive possible practice present problems procedures pupils questions readers readiness reading instruction reading program reading skills Reading Teacher relationship remedial reported responses role scores secondary selected sentence significant situations skills sounds specific story success suggest taught teacher teaching techniques understanding University vocabulary words writing written York