Reading Horizons, Volumes 24-25College of Education of Western Michigan University and the Homer L. J. Carter Reading Council, 1983 |
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Pagina 54
... given a different combination of the same thematic pre - organizer and guided instruction exercise . Time was held constant across treatments and each subject was given an individual oral interview following the treatment . The textual ...
... given a different combination of the same thematic pre - organizer and guided instruction exercise . Time was held constant across treatments and each subject was given an individual oral interview following the treatment . The textual ...
Pagina 33
... given thirty half - hour sessions of addi- tional reading instruction using folklore . This treatment was given by the same investigator . The curriculum included fables , legends , myths , tall tales , fairy tales , and folktales . The ...
... given thirty half - hour sessions of addi- tional reading instruction using folklore . This treatment was given by the same investigator . The curriculum included fables , legends , myths , tall tales , fairy tales , and folktales . The ...
Pagina 271
... given to the development of teacher competencies in at least four key areas . First , the teacher needs to be able to analyze the needs of the reader in a given situation . Suppose , for example , that the problem is to prepare ...
... given to the development of teacher competencies in at least four key areas . First , the teacher needs to be able to analyze the needs of the reader in a given situation . Suppose , for example , that the problem is to prepare ...
Inhoudsopgave
Reading Interests of Sue Hawkins | 18 |
A Comparison of Childrens Lynn J Moore | 27 |
Richard D Robinson | 39 |
Copyright | |
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activities areas assessment attitude toward reading basal basal reader basic beginning behavior child children's literature cloze cognitive cognitive style College compre concepts criterion-referenced tests develop Education effective elementary evaluation experience grade level guided instruction help children hension important involved Journal of Reading Kalamazoo kindergarten learners Learning Disabilities learning to read linguistic listening literacy literature materials meaning miscue oral reading parents phonics pop-up posttest practice predictions problems procedure psycholinguistic questions readers reading ability reading achievement reading comprehension Reading Education READING HORIZONS reading instruction reading program reading skills Reading Teacher relationship responses scores selected sentences significant silent reading Snellen Chart specific SQ3R story strategies structure subjects Sustained Silent Reading teaching of reading teaching reading Teletherapy textual passage tion understanding Univ visual vocabulary Western Michigan University word recognition writing written language York