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Reading Comprehension Pedagogy: The Effect of Direct-Thinking-Reading-Activity Approach on pupils reading comprehension - Couverture souple
Synopsis
The poor performance of pupils in reading comprehension tasks has caught the attention of all stakeholders in the education industry in recent times. Efforts at tackling this problem have often always focused on linguistic, psychological and sociological factors, neglecting pedagogical factors. While schools may not be able to do much to change a child's socio-linguistic background for instance, much could be achieved by altering the methodologies of teaching. The findings reported in this book are geared towards upgrading the quality of reading instruction at the primary and secondary levels. The Direct-Reading-Thinking-Activity-Approach discussed in this book, is aimed at encouraging pupils to make use of their natural abilities to make and confirm predictions as they read. Teachers, teachers-in-training, curriculum planners, policy makers, parents and the society in general will find this book useful in improving reading comprehension pedagogy.
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Reading Comprehension Pedagogy
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VDM Verlag Dr. Müller, 2010
ISBN 10 : 3639310683
ISBN 13 : 9783639310689
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Reading Comprehension Pedagogy
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Reading Comprehension Pedagogy
Edité par
VDM Verlag Dr. Müller, 2010
ISBN 10 : 3639310683
ISBN 13 : 9783639310689
Ancien ou d'occasion
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Vendeur : GreatBookPrices, Columbia, MD, Etats-Unis
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Reading Comprehension Pedagogy (Paperback)
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Paperback. Etat : new. Paperback. The poor performance of pupils in reading comprehension tasks has caught the attention of all stakeholders in the education industry in recent times. Efforts at tackling this problem have often always focused on linguistic, psychological and sociological factors, neglecting pedagogical factors. While schools may not be able to do much to change a child's socio-linguistic background for instance, much could be achieved by altering the methodologies of teaching. The findings reported in this book are geared towards upgrading the quality of reading instruction at the primary and secondary levels. The Direct-Reading-Thinking-Activity-Approach discussed in this book, is aimed at encouraging pupils to make use of their natural abilities to make and confirm predictions as they read. Teachers, teachers-in-training, curriculum planners, policy makers, parents and the society in general will find this book useful in improving reading comprehension pedagogy. The poor performance of pupils in reading comprehension tasks has caught the attention of all stakeholders in the education industry in recent times. Efforts at tackling this problem have often always focused on linguistic, psychological and sociological factors, neglecting pedagogical factors. While schools may not be able to do much to change a child's socio-linguistic background for instance, much could be achieved by altering the methodologies of teaching. The findings reported in this book are geared towards upgrading the quality of reading instruction at the primary and secondary levels. The Direct-Reading-Thinking-Activity-Approach discussed in this book, is aimed at encouraging pupils to make use of their natural abilities to make and confirm predictions as they read. Teachers, teachers-in-training, curriculum planners, policy makers, parents and the society in general will find this book useful in improving reading comprehension pedagogy. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. N° de réf. du vendeur 9783639310689
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Reading Comprehension Pedagogy
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Edité par
VDM Verlag Dr. Müller, 2010
ISBN 10 : 3639310683
ISBN 13 : 9783639310689
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Reading Comprehension Pedagogy
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Reading Comprehension Pedagogy
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Reading Comprehension Pedagogy: The Effect of Direct-Thinking-Reading-Activity Approach on pupils reading comprehension
Edité par
VDM Verlag Dr. Müller, 2010
ISBN 10 : 3639310683
ISBN 13 : 9783639310689
Neuf
Couverture souple
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Reading Comprehension Pedagogy: The Effect of Direct-Thinking-Reading-Activity Approach on pupils reading comprehension
Edité par
VDM Verlag Dr. M�ller 2010-11-14, 2010
ISBN 10 : 3639310683
ISBN 13 : 9783639310689
Neuf
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