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
... props while reading the story , whereas the control teacher did not . The props were chosen to represent key elements of each story ( e.g. , main character , problem , events ) . Several times the children in the experi- mental ...
... props while reading the story , whereas the control teacher did not . The props were chosen to represent key elements of each story ( e.g. , main character , problem , events ) . Several times the children in the experi- mental ...
Pagina 182
... props may be so focused on including all characters and events that they put less priority on tying the story together . Older students also used more correct pronoun referents , matching the findings of Pratt and MacKenzie - Keating ...
... props may be so focused on including all characters and events that they put less priority on tying the story together . Older students also used more correct pronoun referents , matching the findings of Pratt and MacKenzie - Keating ...
Pagina 183
... props were intent upon describing and including each prop in the retell with less focus on the cohesion of the story as they attended more closely to the objects than to the listener . The researchers found that the control group ...
... props were intent upon describing and including each prop in the retell with less focus on the cohesion of the story as they attended more closely to the objects than to the listener . The researchers found that the control group ...
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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