The language-experience approach to reading : a handbook for teachers /
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| தலைமை எழà¯à®¤à¯à®¤à®¾à®³à®°à¯: | |
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| மறà¯à®± எழà¯à®¤à¯à®¤à®¾à®³à®°à¯à®•ளà¯: | |
| வடிவமà¯: | பà¯à®¤à¯à®¤à®•ம௠|
| மொழி: | English |
| வெளியீடபà¯à®ªà®Ÿà¯à®Ÿà®¤à¯: |
New York :
Teachers College, Columbia University,
1981.
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பொரà¯à®³à®Ÿà®•à¯à®•à®®à¯:
- Chapter I: Introduction
- Chapter II: Group-Dictated Stories: First Steps
- Preparing for Dictation
- Taking Dictation
- Reading the Story
- Conducting Immediate Follow-Up Activities
- Developing Basic Skills
- Summary
- Chapter III: Grouping for Instruction
- Using Group Dictation for Diagnostic Purposes
- Using Individual Dictation for Diagnostic Purposes
- Summary
- Chapter IV: Teaching and Reinforcing Skills
- Teacher-Directed Activities
- Independent Activities
- Activities for Delayed Teacher Checking
- Planning for Skill Development
- Scheduling for Skill Development
- Summary
- Chapter V: Creative Writing
- Prerequisites for Creative Writing
- First Steps
- The Correct-Spelling Issue
- Assessing Progress in Creative Writing
- Suggested Topics for Creative Writing
- Prewriting Preparations
- Activities Related to Creative Writing
- Summary
- Chapter VI: Variations on Basic Procedures
- Individually Dictated Stories
- Language-Experience Integrated with Content Areas
- The Use of Language-Experience in Kindergarten
- Language-Experience as a Supplement to a Basal Program
- Language-Experience for Remedial Instruction
- Summary
- Chapter VII: The Continuing Program
- Encountering Use of the Classroom Library
- Helping Children Make the Transition to Basal Readers
- Using Informal Assessments of Progress
- Providing for Individual Differences
- Summary
- Chapter VIII: Evaluation of Pupil Programs
- Evaluation Based on Instructional Objectives
- Choice of Appropriate Measurement Techniques
- Utility of the Evaluation Procedure
- Summary


