Reading Horizons, Volume 23Psycho-Educational Clinic and the Western Michigan University Chapter of the International Reading Association, Kalamazoo, Mich., 1982 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 56
... discussing their pets ; at some point , the teacher is forced to stop this discussion or to ask questions which lead them back to the material . This example of an applying - type question shows a distortion or lack of know- ledge of ...
... discussing their pets ; at some point , the teacher is forced to stop this discussion or to ask questions which lead them back to the material . This example of an applying - type question shows a distortion or lack of know- ledge of ...
Pagina 110
... discussion . Second , a colleague observed the discussion and took verbatim field - notes . The field - notes were then coded to indicate the frequency with which students participated in the discussion and the level of comprehension ...
... discussion . Second , a colleague observed the discussion and took verbatim field - notes . The field - notes were then coded to indicate the frequency with which students participated in the discussion and the level of comprehension ...
Pagina 112
... discussion continued , inevitably reaching a point where students wanted a " decision " from the teacher . An informal compari- son of Level II . and III . discussion reveals increasing critical thought by Level III . Of the 23 teacher ...
... discussion continued , inevitably reaching a point where students wanted a " decision " from the teacher . An informal compari- son of Level II . and III . discussion reveals increasing critical thought by Level III . Of the 23 teacher ...
Inhoudsopgave
Creativity and the Reading | 7 |
An Activity | 22 |
Direct Instruction of Compre | 35 |
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