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(19 results)



Display: 20

    • 1906, Jun 4 1906

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    • Names and addresses: 1[906] Monday June 4 4- A.S. Beeler- 5 E.G. Bullard paid for my dinner at restaurant at Marlow, I.T. Left Marlow 1-50 pm arrived Elreno, 4-30 pm leave El Reno 10-05 pm arrived Okla. City- 10-50 pm. left- 4-55 am 6th Spent...
    • Page 71

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    • Running Head: EVENT INTERNSHIP PROSPECTUS 72  Go-Ride Downhill and Mountain Bikes 3232 S. 400 E., #300, Salt Lake City, UT 84115, (801) 474-0081  Guthrie Bicycle 803 East 2100 South, Salt Lake City, UT 84106 (801) 484-0404 Contact:...
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    • 9 Prater and Turner (2002) have suggested that the predicament of a being reluctant reader is admittedly hard to pin down. The reasons for students’ reluctance to read widely differ. Sometimes reluctance can be rooted in reading difficulties, but...
    • Page 17

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    • 13 continue to show that one-fourth of grade school students do not read outside of school, and the majority read only for a few minutes daily (National Assessment of Educational Progress (NAEP), 2007 as cited by Moats, 2009). “In a reanalysis of...
    • Page 18

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    • 14 The intellectual challenge posed by the gap involves isolating its root cause. Lack of knowledge of the lower frequency academic words encountered in school texts, which in turn impedes the natural process of learning new word meanings...
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    • 17 Motivating Reluctant Readers Finding the “magic potion” to motivate engagement in a young reader is important. “Learning requires active student engagement in classroom activities and interaction—engaged students are motivated for...
    • Page 22

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    • 18 measured as the ability to understand narrative and expository text, shown in a national sample of students (Campbell, Voelkl, & Donahue, 1997). At all three ages studied (9,13, and 17 years), the more highly engaged readers showed higher...
    • Page 23

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    • 19 for longer challenging texts. In contrast, extrinsic motivation referred to grades or competition reasons for reading. (Guthrie, et al, 2006, p. 91). Intrinsic motivators also include a sense of accomplishment and self-pride....
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    • 20 read with a certain person, on a given day, in a brief reading event. In this light, situational interest is defined as a temporary state that is produced by environmental conditions, rather than by well-developed internal needs (Alexander,...
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    • 23 books to read empowers and encourages them. It strengthens their self-confidence, rewards their interests, and promotes a positive attitude toward reading by valuing the reader and giving him or her a level of control. Readers without power to...
    • Page 28

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    • 24 Book Clubs An effective activity geared at motivating aliterate and apathetical readers is participation in a learning club, specifically book clubs (sometimes referred to as literature circles). Guthrie and Anderson suggest, “In our (reading)...
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    • 25 personal and focused than general classroom whole-group instruction, or even differentiated small-group instruction during the regular classroom hours. Rich book-centered discussions can be brilliant motivators for readers. These discussions...
    • Page 30

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    • 26 individual optimism about their skills as a reader). Additional reasons for reading participation, as addressed by Guthrie and Anderson, are recognition (the desire to be known as a good reader), competition (the desire to be the best reader in...
    • Page 33

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    • 29 fostering engagement. Positivity, optimism, and hopefulness can help override negative feelings students have connected with reading. McRae & Guthrie propose …We maintain that when teachers model their own personal identification as readers...
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    • 31 In order to participate in society, literacy is essential. Illiteracy cannot help but have a direct, negative effect on quality of life, usually in the form of lost opportunities and lower wages. Access to fundamental information...
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    • 67 Book Club Attendance Data Book club attendance data was a strong indicator of student commitment to this project. With the exception of one student (S7), the participants were very diligent and conscientious with meeting attendance. Due to a...
    • Page 78

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    • 74 Davis, B. H., Resta, V., Davis, L.L., & Camacho, A. (2001). Novice teachers learn about literature circles through collaborative action research. Journal of Reading Education, v 26 n3, 1-6. Demos, E.D., & Foshay, J.D., (2010). Engaging the...
    • Page 79

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    • 75 Guthrie, J.T., (2001). Contexts for engagement and motivation in reading. Reading Online, 4(8). Retrieved from: http://www.readingonline.org/articles/handbook/guthrie/ Guthrie, J.T., Wigfield, A. Metsala, J.L, & Cox, K. E. (1999) Motivational...
    • Page 80

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    • 76 McRae, A., & Guthrie, J. T., (2009). Promoting reasons for reading: Teacher practices that impact motivation. Hiebert, E. H. (Ed.) (2009) Reading more, reading better. (p. 71) NY, NY: Guilford Press Mcpherson, K. (2007). Harry potter and the...

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