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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 .
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 .
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 ...
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 ...
Pagina 225
And the student who has written a single word repeatedly in the first three minutes , will not continue to do so when ... 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 ... is best engaged in as a group activity , particularly if the students have difficulty with reading and writing .
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Inhoudsopgave
KENNETH VANDERMEULEN | 4 |
The Effect of Music on Reading | 20 |
Self Concept of Academic Ability | 28 |
Copyright | |
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