Reading Horizons, Volume 36College of Education Western Michigan University and the Homer L. J. Carter Reading Council, 1995 Reading Horizons began in 1960 by Dorothy J. McGinnis as a local reading education newsletter and developed into an international journal serving reading educators and researchers. Major colleges, universities, and individuals subscribe to Reading Horizons across the United States, Canada and a host of other countries. Dedicated to adding to the growing body of knowledge in literacy, the quarterly journal welcomes new and current research, theoretical essays, opinion pieces, policy studies, and best literacy practices. As a peer-reviewed publication, Reading Horizons endeavors to bring school professionals, literacy researchers, teacher educators, parents, and community leaders together in a collaborative community to widen literacy and language arts horizons. |
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Pagina 168
... approach ( N = 25 ) and the other an aesthetic literary experience approach ( N = 31 ) . Students in each section shared a common syllabus and were introduced to the concepts of aesthetic approaches to literature and transactional ...
... approach ( N = 25 ) and the other an aesthetic literary experience approach ( N = 31 ) . Students in each section shared a common syllabus and were introduced to the concepts of aesthetic approaches to literature and transactional ...
Pagina 172
... approach group wrote re- sponses with a higher percentage of statements focusing solely on their aesthetic literary experience ( 68 % ) than did the trans- actional criticism approach students ( 44 % ) , F ( 1,55 ) = 5.65 , p , .02 ...
... approach group wrote re- sponses with a higher percentage of statements focusing solely on their aesthetic literary experience ( 68 % ) than did the trans- actional criticism approach students ( 44 % ) , F ( 1,55 ) = 5.65 , p , .02 ...
Pagina 178
... approach wrote aesthetic responses of the same levels of aesthetic complexity as students in the purely aesthetic approach group . However , they also were more likely to include literary analysis in their responses . Thus the ...
... approach wrote aesthetic responses of the same levels of aesthetic complexity as students in the purely aesthetic approach group . However , they also were more likely to include literary analysis in their responses . Thus the ...
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