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
... practiced in two separate groups according to their classroom . Other children in the classes were also invited to practice retelling the story , but were not required to do so . The props were used in the experimental classroom practice ...
... practiced in two separate groups according to their classroom . Other children in the classes were also invited to practice retelling the story , but were not required to do so . The props were used in the experimental classroom practice ...
Pagina 176
classroom practice sessions , but not in the control classroom practice sessions . The university student and one of the authors used an established protocol ( Appendix B ) which included re - reading the story , modeling a retelling ...
classroom practice sessions , but not in the control classroom practice sessions . The university student and one of the authors used an established protocol ( Appendix B ) which included re - reading the story , modeling a retelling ...
Pagina 184
... practice sessions of children not using props , we noted that partici- pants paid more attention to the listener suggesting that being aware of the audience . contributes to students ' ability to more clearly communicate a story . It is ...
... practice sessions of children not using props , we noted that partici- pants paid more attention to the listener suggesting that being aware of the audience . contributes to students ' ability to more clearly communicate a story . It is ...
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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