Authentic Language Vs. Decodable Texts for Reading Aloud with Kindergarten Children: A Study of Understanding and Recall

Authentic Language Vs. Decodable Texts for Reading Aloud with Kindergarten Children: A Study of Understanding and Recall

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Implications from the study include the need to encourage educators to read aloud to students regularly, to use authentic texts as read-alouds on a regular, daily basis in order to promote reading comprehension and development of literacy skills, and to engage learners in oral retellings and additional follow-up activities in response to read-aloud texts in order to further enhance literacy development.Often a a#39;lesson-to-text-matcha#39; standard is used for determining decodability (i. e., words are considered decodable if the relevant grapheme-phoneme elements have been previously taughta€ (Foorman, Francis, Davidson, Harm aamp; Griffin, 2002, anbsp;...


Title:Authentic Language Vs. Decodable Texts for Reading Aloud with Kindergarten Children: A Study of Understanding and Recall
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Publisher:ProQuest - 2008
ISBN-13:

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