Developing fluent readers :: teaching fluency as a foundational skill /
"Viewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluency's relationship to phonological awareness, phonics, and print concepts is explaine...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York ; London :
The Guilford Press,
[2015]
|
| Schriftenreihe: | Essential library of preK-2 literacy.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "Viewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluency's relationship to phonological awareness, phonics, and print concepts is explained, and practical methods are shared for integrating fluency instruction in a literacy curriculum grounded in the Common Core State Standards (CCSS). Classroom examples, weekly lesson plans, and extensive lists of recommended texts add to the book's utility for teachers"-- "Viewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluency's relationship to phonological awareness, phonics, and print concepts is explained, and practical methods are shared for integrating fluency instruction in a literacy curriculum grounded in the Common Core State Standards (CCSS). Classroom examples, weekly lesson plans, and extensive lists of recommended texts add to the book's utility for teachers. Subject Areas/Key words: CCSS, Common Core State Standards, decoding, early grades, elementary grades, fluency, foundational skills, kindergarten, learning, lessons, literacy assessment, oral language, phonics, phonological awareness, preschool, primary grades, print concepts, reading comprehension, text comprehension, vocabulary Audience: PreK-2 classroom teachers, reading specialists and coaches, and special educators; teacher educators and graduate students."-- |
| Beschreibung: | 1 online resource (xii, 148 pages) : illustrations |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 1462519202 9781462519200 9781322514666 1322514666 |
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| 100 | 1 | |a Kuhn, Melanie R., |e author. | |
| 245 | 1 | 0 | |a Developing fluent readers : |b teaching fluency as a foundational skill / |c Melanie R. Kuhn, Lorell Levy. |
| 264 | 1 | |a New York ; |a London : |b The Guilford Press, |c [2015] | |
| 264 | 4 | |c ©2015 | |
| 300 | |a 1 online resource (xii, 148 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a The Essential Library of PreK-2 Literacy | |
| 520 | |a "Viewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluency's relationship to phonological awareness, phonics, and print concepts is explained, and practical methods are shared for integrating fluency instruction in a literacy curriculum grounded in the Common Core State Standards (CCSS). Classroom examples, weekly lesson plans, and extensive lists of recommended texts add to the book's utility for teachers"-- |c Provided by publisher. | ||
| 520 | |a "Viewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluency's relationship to phonological awareness, phonics, and print concepts is explained, and practical methods are shared for integrating fluency instruction in a literacy curriculum grounded in the Common Core State Standards (CCSS). Classroom examples, weekly lesson plans, and extensive lists of recommended texts add to the book's utility for teachers. Subject Areas/Key words: CCSS, Common Core State Standards, decoding, early grades, elementary grades, fluency, foundational skills, kindergarten, learning, lessons, literacy assessment, oral language, phonics, phonological awareness, preschool, primary grades, print concepts, reading comprehension, text comprehension, vocabulary Audience: PreK-2 classroom teachers, reading specialists and coaches, and special educators; teacher educators and graduate students."-- |c Provided by publisher. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Foundational skills and open-ended learning : when and why? -- What Is fluent reading? -- Assessing fluent reading -- Fluency instruction for any setting -- Fluency instruction for shared reading -- Fluency instruction for flexible groups -- Fluency instruction for individuals -- Supplemental fluency instruction -- Recommended trade books for children by theme -- Award-winning trade books for children, 2000-2014 -- Notable trade books for children, 2013-2014. | |
| 505 | 0 | |a Cover; Half Title; The Essential Library of PreK-2 Literacy; Title ; Copyright; Dedication; About the Authors; Series Editors' Note; Contents; Chapter 1. Foundational Skills and Open-Ended Learning: When and Why?; Reading Development: Differing Skills at Different Stages?; Where Does Fluency Fit in Reading Development?; Chapter 2. What Is Fluent Reading?; What Is Fluent Reading?: The Role of Automaticity and Prosody; What Does Effective Fluency Instruction Look Like?; Where Is Fluency in the CCSS?; Conclusion; Chapter 3. Assessing Fluent Reading; Why Assess Fluency? | |
| 505 | 8 | |a Assessing Accurate and Automatic Word RecognitionAssessing Prosodic Reading; What about Informal Reading Inventories?; Conclusion; Chapter 4. Fluency Instruction for Any Setting; Using Instructional Strategies to Help Students Access Texts; Echo Reading ; Choral Reading; Partner Reading; Conclusion; Chapter 5. Fluency Instruction for Shared Reading; Selecting Appropriate Texts; Repeated versus Scaffolded Wide Reading; Fluency-Oriented Reading Instruction ; Wide Fluency-Oriented Reading Instruction ; FORI or Wide FORI: Which to Choose?; Conclusion. | |
| 505 | 8 | |a Chapter 6. Fluency Instruction for Flexible GroupsWhy Flexible Groups for Teaching Fluency?; Oral Recitation Lesson; Fluency-Oriented Oral Reading and Wide Fluency-Oriented Oral Reading ; Supported Oral Reading; Conclusion; Chapter 7. Fluency Instruction for Individuals; Making the Most of Opportunities to Work with One or Two Students; Repeated Readings; Reading-While-Listening ; Cross-Age Reading ; Neurological Impress Method; Conclusion; Chapter 8. Supplemental Fluency Instruction; Why Supplemental Fluency Instruction?; Paired Repeated Reading; Fluency Development Lesson; Readers' Theatre. | |
| 505 | 8 | |a ConclusionRecommended Trade Books for Children by Theme; Award-Winning Trade Books for Children, 2000-2014; Notable Trade Books for Children, 2013-2014; References; Index. | |
| 650 | 0 | |a Oral reading. |0 http://id.loc.gov/authorities/subjects/sh85095249 | |
| 650 | 0 | |a Fluency (Language learning) |0 http://id.loc.gov/authorities/subjects/sh99013618 | |
| 650 | 0 | |a Reading (Primary) |0 http://id.loc.gov/authorities/subjects/sh85111683 | |
| 650 | 0 | |a Reading (Elementary) |0 http://id.loc.gov/authorities/subjects/sh85111676 | |
| 650 | 6 | |a Lecture à haute voix. | |
| 650 | 6 | |a Maîtrise de la langue (Apprentissage d'une langue) | |
| 650 | 6 | |a Lecture (Enseignement primaire) | |
| 650 | 7 | |a EDUCATION |x Teaching Methods & Materials |x Reading & Phonics. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Literacy. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Preschool & Kindergarten. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Elementary. |2 bisacsh | |
| 650 | 7 | |a Reading (Elementary) |2 fast | |
| 650 | 7 | |a Fluency (Language learning) |2 fast | |
| 650 | 7 | |a Oral reading |2 fast | |
| 650 | 7 | |a Reading (Primary) |2 fast | |
| 655 | 7 | |a dissertations. |2 aat | |
| 655 | 7 | |a Academic theses |2 fast | |
| 655 | 7 | |a Academic theses. |2 lcgft |0 http://id.loc.gov/authorities/genreForms/gf2014026039 | |
| 655 | 7 | |a Thèses et écrits académiques. |2 rvmgf | |
| 700 | 1 | |a Levy, Lorell, |e author. | |
| 758 | |i has work: |a Developing fluent readers (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGWKkj8WVm8xQR77d7Twfm |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Kuhn, Melanie R. |t Developing fluent readers. |z 9781462519194 |z 1462519199 |w (DLC) 2014041229 |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn903077918 |
|---|---|
| _version_ | 1816882302928551936 |
| adam_text | |
| any_adam_object | |
| author | Kuhn, Melanie R. Levy, Lorell |
| author_facet | Kuhn, Melanie R. Levy, Lorell |
| author_role | aut aut |
| author_sort | Kuhn, Melanie R. |
| author_variant | m r k mr mrk l l ll |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1573 |
| callnumber-raw | LB1573.5 .K858 2015 |
| callnumber-search | LB1573.5 .K858 2015 |
| callnumber-sort | LB 41573.5 K858 42015 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | Foundational skills and open-ended learning : when and why? -- What Is fluent reading? -- Assessing fluent reading -- Fluency instruction for any setting -- Fluency instruction for shared reading -- Fluency instruction for flexible groups -- Fluency instruction for individuals -- Supplemental fluency instruction -- Recommended trade books for children by theme -- Award-winning trade books for children, 2000-2014 -- Notable trade books for children, 2013-2014. Cover; Half Title; The Essential Library of PreK-2 Literacy; Title ; Copyright; Dedication; About the Authors; Series Editors' Note; Contents; Chapter 1. Foundational Skills and Open-Ended Learning: When and Why?; Reading Development: Differing Skills at Different Stages?; Where Does Fluency Fit in Reading Development?; Chapter 2. What Is Fluent Reading?; What Is Fluent Reading?: The Role of Automaticity and Prosody; What Does Effective Fluency Instruction Look Like?; Where Is Fluency in the CCSS?; Conclusion; Chapter 3. Assessing Fluent Reading; Why Assess Fluency? Assessing Accurate and Automatic Word RecognitionAssessing Prosodic Reading; What about Informal Reading Inventories?; Conclusion; Chapter 4. Fluency Instruction for Any Setting; Using Instructional Strategies to Help Students Access Texts; Echo Reading ; Choral Reading; Partner Reading; Conclusion; Chapter 5. Fluency Instruction for Shared Reading; Selecting Appropriate Texts; Repeated versus Scaffolded Wide Reading; Fluency-Oriented Reading Instruction ; Wide Fluency-Oriented Reading Instruction ; FORI or Wide FORI: Which to Choose?; Conclusion. Chapter 6. Fluency Instruction for Flexible GroupsWhy Flexible Groups for Teaching Fluency?; Oral Recitation Lesson; Fluency-Oriented Oral Reading and Wide Fluency-Oriented Oral Reading ; Supported Oral Reading; Conclusion; Chapter 7. Fluency Instruction for Individuals; Making the Most of Opportunities to Work with One or Two Students; Repeated Readings; Reading-While-Listening ; Cross-Age Reading ; Neurological Impress Method; Conclusion; Chapter 8. Supplemental Fluency Instruction; Why Supplemental Fluency Instruction?; Paired Repeated Reading; Fluency Development Lesson; Readers' Theatre. ConclusionRecommended Trade Books for Children by Theme; Award-Winning Trade Books for Children, 2000-2014; Notable Trade Books for Children, 2013-2014; References; Index. |
| ctrlnum | (OCoLC)903077918 |
| dewey-full | 372.4 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.4 |
| dewey-search | 372.4 |
| dewey-sort | 3372.4 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| genre | dissertations. aat Academic theses fast Academic theses. lcgft http://id.loc.gov/authorities/genreForms/gf2014026039 Thèses et écrits académiques. rvmgf |
| genre_facet | dissertations. Academic theses Academic theses. Thèses et écrits académiques. |
| id | ZDB-4-EBA-ocn903077918 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:26:28Z |
| institution | BVB |
| isbn | 1462519202 9781462519200 9781322514666 1322514666 |
| language | English |
| oclc_num | 903077918 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xii, 148 pages) : illustrations |
| psigel | ZDB-4-EBA |
| publishDate | 2015 |
| publishDateSearch | 2015 |
| publishDateSort | 2015 |
| publisher | The Guilford Press, |
| record_format | marc |
| series | Essential library of preK-2 literacy. |
| series2 | The Essential Library of PreK-2 Literacy |
| spelling | Kuhn, Melanie R., author. Developing fluent readers : teaching fluency as a foundational skill / Melanie R. Kuhn, Lorell Levy. New York ; London : The Guilford Press, [2015] ©2015 1 online resource (xii, 148 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier The Essential Library of PreK-2 Literacy "Viewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluency's relationship to phonological awareness, phonics, and print concepts is explained, and practical methods are shared for integrating fluency instruction in a literacy curriculum grounded in the Common Core State Standards (CCSS). Classroom examples, weekly lesson plans, and extensive lists of recommended texts add to the book's utility for teachers"-- Provided by publisher. "Viewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluency's relationship to phonological awareness, phonics, and print concepts is explained, and practical methods are shared for integrating fluency instruction in a literacy curriculum grounded in the Common Core State Standards (CCSS). Classroom examples, weekly lesson plans, and extensive lists of recommended texts add to the book's utility for teachers. Subject Areas/Key words: CCSS, Common Core State Standards, decoding, early grades, elementary grades, fluency, foundational skills, kindergarten, learning, lessons, literacy assessment, oral language, phonics, phonological awareness, preschool, primary grades, print concepts, reading comprehension, text comprehension, vocabulary Audience: PreK-2 classroom teachers, reading specialists and coaches, and special educators; teacher educators and graduate students."-- Provided by publisher. Includes bibliographical references and index. Print version record. Foundational skills and open-ended learning : when and why? -- What Is fluent reading? -- Assessing fluent reading -- Fluency instruction for any setting -- Fluency instruction for shared reading -- Fluency instruction for flexible groups -- Fluency instruction for individuals -- Supplemental fluency instruction -- Recommended trade books for children by theme -- Award-winning trade books for children, 2000-2014 -- Notable trade books for children, 2013-2014. Cover; Half Title; The Essential Library of PreK-2 Literacy; Title ; Copyright; Dedication; About the Authors; Series Editors' Note; Contents; Chapter 1. Foundational Skills and Open-Ended Learning: When and Why?; Reading Development: Differing Skills at Different Stages?; Where Does Fluency Fit in Reading Development?; Chapter 2. What Is Fluent Reading?; What Is Fluent Reading?: The Role of Automaticity and Prosody; What Does Effective Fluency Instruction Look Like?; Where Is Fluency in the CCSS?; Conclusion; Chapter 3. Assessing Fluent Reading; Why Assess Fluency? Assessing Accurate and Automatic Word RecognitionAssessing Prosodic Reading; What about Informal Reading Inventories?; Conclusion; Chapter 4. Fluency Instruction for Any Setting; Using Instructional Strategies to Help Students Access Texts; Echo Reading ; Choral Reading; Partner Reading; Conclusion; Chapter 5. Fluency Instruction for Shared Reading; Selecting Appropriate Texts; Repeated versus Scaffolded Wide Reading; Fluency-Oriented Reading Instruction ; Wide Fluency-Oriented Reading Instruction ; FORI or Wide FORI: Which to Choose?; Conclusion. Chapter 6. Fluency Instruction for Flexible GroupsWhy Flexible Groups for Teaching Fluency?; Oral Recitation Lesson; Fluency-Oriented Oral Reading and Wide Fluency-Oriented Oral Reading ; Supported Oral Reading; Conclusion; Chapter 7. Fluency Instruction for Individuals; Making the Most of Opportunities to Work with One or Two Students; Repeated Readings; Reading-While-Listening ; Cross-Age Reading ; Neurological Impress Method; Conclusion; Chapter 8. Supplemental Fluency Instruction; Why Supplemental Fluency Instruction?; Paired Repeated Reading; Fluency Development Lesson; Readers' Theatre. ConclusionRecommended Trade Books for Children by Theme; Award-Winning Trade Books for Children, 2000-2014; Notable Trade Books for Children, 2013-2014; References; Index. Oral reading. http://id.loc.gov/authorities/subjects/sh85095249 Fluency (Language learning) http://id.loc.gov/authorities/subjects/sh99013618 Reading (Primary) http://id.loc.gov/authorities/subjects/sh85111683 Reading (Elementary) http://id.loc.gov/authorities/subjects/sh85111676 Lecture à haute voix. Maîtrise de la langue (Apprentissage d'une langue) Lecture (Enseignement primaire) EDUCATION Teaching Methods & Materials Reading & Phonics. bisacsh LANGUAGE ARTS & DISCIPLINES Literacy. bisacsh EDUCATION Preschool & Kindergarten. bisacsh EDUCATION Elementary. bisacsh Reading (Elementary) fast Fluency (Language learning) fast Oral reading fast Reading (Primary) fast dissertations. aat Academic theses fast Academic theses. lcgft http://id.loc.gov/authorities/genreForms/gf2014026039 Thèses et écrits académiques. rvmgf Levy, Lorell, author. has work: Developing fluent readers (Text) https://id.oclc.org/worldcat/entity/E39PCGWKkj8WVm8xQR77d7Twfm https://id.oclc.org/worldcat/ontology/hasWork Print version: Kuhn, Melanie R. Developing fluent readers. 9781462519194 1462519199 (DLC) 2014041229 Essential library of preK-2 literacy. http://id.loc.gov/authorities/names/no2015050009 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=826931 Volltext |
| spellingShingle | Kuhn, Melanie R. Levy, Lorell Developing fluent readers : teaching fluency as a foundational skill / Essential library of preK-2 literacy. Foundational skills and open-ended learning : when and why? -- What Is fluent reading? -- Assessing fluent reading -- Fluency instruction for any setting -- Fluency instruction for shared reading -- Fluency instruction for flexible groups -- Fluency instruction for individuals -- Supplemental fluency instruction -- Recommended trade books for children by theme -- Award-winning trade books for children, 2000-2014 -- Notable trade books for children, 2013-2014. Cover; Half Title; The Essential Library of PreK-2 Literacy; Title ; Copyright; Dedication; About the Authors; Series Editors' Note; Contents; Chapter 1. Foundational Skills and Open-Ended Learning: When and Why?; Reading Development: Differing Skills at Different Stages?; Where Does Fluency Fit in Reading Development?; Chapter 2. What Is Fluent Reading?; What Is Fluent Reading?: The Role of Automaticity and Prosody; What Does Effective Fluency Instruction Look Like?; Where Is Fluency in the CCSS?; Conclusion; Chapter 3. Assessing Fluent Reading; Why Assess Fluency? Assessing Accurate and Automatic Word RecognitionAssessing Prosodic Reading; What about Informal Reading Inventories?; Conclusion; Chapter 4. Fluency Instruction for Any Setting; Using Instructional Strategies to Help Students Access Texts; Echo Reading ; Choral Reading; Partner Reading; Conclusion; Chapter 5. Fluency Instruction for Shared Reading; Selecting Appropriate Texts; Repeated versus Scaffolded Wide Reading; Fluency-Oriented Reading Instruction ; Wide Fluency-Oriented Reading Instruction ; FORI or Wide FORI: Which to Choose?; Conclusion. Chapter 6. Fluency Instruction for Flexible GroupsWhy Flexible Groups for Teaching Fluency?; Oral Recitation Lesson; Fluency-Oriented Oral Reading and Wide Fluency-Oriented Oral Reading ; Supported Oral Reading; Conclusion; Chapter 7. Fluency Instruction for Individuals; Making the Most of Opportunities to Work with One or Two Students; Repeated Readings; Reading-While-Listening ; Cross-Age Reading ; Neurological Impress Method; Conclusion; Chapter 8. Supplemental Fluency Instruction; Why Supplemental Fluency Instruction?; Paired Repeated Reading; Fluency Development Lesson; Readers' Theatre. ConclusionRecommended Trade Books for Children by Theme; Award-Winning Trade Books for Children, 2000-2014; Notable Trade Books for Children, 2013-2014; References; Index. Oral reading. http://id.loc.gov/authorities/subjects/sh85095249 Fluency (Language learning) http://id.loc.gov/authorities/subjects/sh99013618 Reading (Primary) http://id.loc.gov/authorities/subjects/sh85111683 Reading (Elementary) http://id.loc.gov/authorities/subjects/sh85111676 Lecture à haute voix. Maîtrise de la langue (Apprentissage d'une langue) Lecture (Enseignement primaire) EDUCATION Teaching Methods & Materials Reading & Phonics. bisacsh LANGUAGE ARTS & DISCIPLINES Literacy. bisacsh EDUCATION Preschool & Kindergarten. bisacsh EDUCATION Elementary. bisacsh Reading (Elementary) fast Fluency (Language learning) fast Oral reading fast Reading (Primary) fast |
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| title | Developing fluent readers : teaching fluency as a foundational skill / |
| title_auth | Developing fluent readers : teaching fluency as a foundational skill / |
| title_exact_search | Developing fluent readers : teaching fluency as a foundational skill / |
| title_full | Developing fluent readers : teaching fluency as a foundational skill / Melanie R. Kuhn, Lorell Levy. |
| title_fullStr | Developing fluent readers : teaching fluency as a foundational skill / Melanie R. Kuhn, Lorell Levy. |
| title_full_unstemmed | Developing fluent readers : teaching fluency as a foundational skill / Melanie R. Kuhn, Lorell Levy. |
| title_short | Developing fluent readers : |
| title_sort | developing fluent readers teaching fluency as a foundational skill |
| title_sub | teaching fluency as a foundational skill / |
| topic | Oral reading. http://id.loc.gov/authorities/subjects/sh85095249 Fluency (Language learning) http://id.loc.gov/authorities/subjects/sh99013618 Reading (Primary) http://id.loc.gov/authorities/subjects/sh85111683 Reading (Elementary) http://id.loc.gov/authorities/subjects/sh85111676 Lecture à haute voix. Maîtrise de la langue (Apprentissage d'une langue) Lecture (Enseignement primaire) EDUCATION Teaching Methods & Materials Reading & Phonics. bisacsh LANGUAGE ARTS & DISCIPLINES Literacy. bisacsh EDUCATION Preschool & Kindergarten. bisacsh EDUCATION Elementary. bisacsh Reading (Elementary) fast Fluency (Language learning) fast Oral reading fast Reading (Primary) fast |
| topic_facet | Oral reading. Fluency (Language learning) Reading (Primary) Reading (Elementary) Lecture à haute voix. Maîtrise de la langue (Apprentissage d'une langue) Lecture (Enseignement primaire) EDUCATION Teaching Methods & Materials Reading & Phonics. LANGUAGE ARTS & DISCIPLINES Literacy. EDUCATION Preschool & Kindergarten. EDUCATION Elementary. Oral reading dissertations. Academic theses Academic theses. Thèses et écrits académiques. |
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