Reading Horizons, Volume 50,Nummer 3College of Education of Western Michigan University and the Homer L. J. Carter Reading Council, 2010 |
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Pagina 175
... included in Appendix A. Children in both classrooms drew a simple story map that included characters , setting , problem , and resolution for each story , which was an established practice in both classrooms . Every Tuesday , a ...
... included in Appendix A. Children in both classrooms drew a simple story map that included characters , setting , problem , and resolution for each story , which was an established practice in both classrooms . Every Tuesday , a ...
Pagina 177
... included . Appendix A lists all of the stories with the four chosen stories indicated with asterisks . Results The authors were primarily interested in whether or not the use of props affected children's story retells across a variety ...
... included . Appendix A lists all of the stories with the four chosen stories indicated with asterisks . Results The authors were primarily interested in whether or not the use of props affected children's story retells across a variety ...
Pagina 179
... included elaborated noun phrases ( ENP ) and mental / lin- guistic ( ML ) verbs and adverbs . One of these categories , ENPs , revealed significant differences between the experimental and control groups ( see Table 5 ) . ENPs were ...
... included elaborated noun phrases ( ENP ) and mental / lin- guistic ( ML ) verbs and adverbs . One of these categories , ENPs , revealed significant differences between the experimental and control groups ( see Table 5 ) . ENPs were ...
Inhoudsopgave
Why Content Area Constructions of Literacy | 147 |
The Effect of Props on Story Retells in the Classroom | 169 |
Culturally Relevant Texts and Reading Assessment | 193 |
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