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 177
... significant ( F = .08 ) . In con- trast , differences between genders ( F = 4.99 * ) and grades ( F = 12.18 *** ) were significant with girls and first graders telling longer stories . One measure of syntactic complex- ity , number of ...
... significant ( F = .08 ) . In con- trast , differences between genders ( F = 4.99 * ) and grades ( F = 12.18 *** ) were significant with girls and first graders telling longer stories . One measure of syntactic complex- ity , number of ...
Pagina 178
... significant differences were found for group ( F = .755 ) or gender ( F = 1.726 ) , but the difference for grade reached significance ( F = 6.504 * ) , with the inclusion of one additional element in the stories of first graders . Most ...
... significant differences were found for group ( F = .755 ) or gender ( F = 1.726 ) , but the difference for grade reached significance ( F = 6.504 * ) , with the inclusion of one additional element in the stories of first graders . Most ...
Pagina 179
... significantly more ENPs than those in the control group ( F = 4.282 * ) . Grade and gender differences were not significant . Mental / linguistic ( ML ) verbs were those that denoted cognitive and linguistic processes . Examples ...
... significantly more ENPs than those in the control group ( F = 4.282 * ) . Grade and gender differences were not significant . Mental / linguistic ( ML ) verbs were those that denoted cognitive and linguistic processes . Examples ...
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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