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COMPREHENSION OF SELECTED LINGUISTIC CONSTRUCTIONS BY NORMAL 36 TO 66 MONTH OLD CHILDREN AND 72 TO 144 MONTH OLD MENTALLY RETARDED CHILDREN
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The Leadership Teachers Want from Principals – Transformational
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In: Canadian Journal of Education/Revue canadienne de l'éducation; Vol. 36 No. 3 (2013); 184-203 ; Revue canadienne de l'éducation; Vol. 36 No 3 (2013); 184-203 ; 1918-5979 ; 0380-2361 (2014)
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An Integrative Reading-Language Approach
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In: Reading Horizons: A Journal of Literacy and Language Arts (1986)
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Abstract:
This study sought to determine whether third-grade children identified as poor readers (6-12 mos. delay) were able to improve their reading performances after being provided instruction using an integrated reading-language approach. It was speculated that the basis for some or most reading difficulties were language problems resulting from deficiencies in constructing meaning from a spoken or printed message, difficulty understanding and/or remembering the message proposition(s), and incongruities between a child's knowledge of language and linguistic information presented.
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Keyword:
Education
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URL: https://scholarworks.wmich.edu/reading_horizons/vol26/iss2/7 https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1821&context=reading_horizons
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A Workshop to Incorporate Language Development in Teaching Reading
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In: Reading Horizons: A Journal of Literacy and Language Arts (1984)
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An Informal Reading--Language Test
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In: Reading Horizons: A Journal of Literacy and Language Arts (1983)
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