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    • Page 33

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    • camped with the main body. On Monday the entire company moved on to Center Creek and camped at the mouth of the canyon. President George A. Smith wrote in his dairy: "I found a tract of land which pleased me, but not so with a great majority of our...
    • Page 54

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    • arrived at our camp. We fired the cannon six times in welcome." President Young spent the next few days visiting the settlers and giving comforting instructions to those who wanted to go home. He and others in the party visited the gristmill and...
    • Page 518

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    • Milne, David, St George Temple, 300 Mining Distnct, contract, 289 Minute Men, 108 Mitcbell, Huldah A., Relief Society Couns., 297 Mitchell, James, to Calii, 166 Mitchell, William C., 63,319 Moaby Ranch, 360 Moapa, Big Muddy Creek, 43 Moccasin...
    • Page 192

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    • Mesia went back to Salt Lake in the fall and continued teaching school at the B.Y.U. during the winter of 191 1 and 1912. Henry came up to see her just once that winter. She was living with an aunt and an uncle, and Henry said there were so many...
    • Page 13

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    • 8 readers need to be taught strategies, as well as how, where, and when to apply these strategies. The National Reading Panel identified the five elements of reading. The five elements include phonemic awareness, phonics, fluency, vocabulary, and...
    • Page 21

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    • 16 Text structure. Expository text is organized into different structures. These structures include sequence, compare and contrast, description, cause and effect, and problem and solution (Akhondi, Malayeri, & Samad, 2011; Moss, 2004). Each...
    • Page 22

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    • 17 of structure and organize it, they are better equipped to comprehend the information presented in the text (Moss, 2004) When presenting students with text passages, the passages should be selected with great care. The text needs to be well...
    • Page 24

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    • 19 Retelling. Unlike summarizing, a retell is a recall of everything that was remembered from the reading. In a retelling the student is not concerned with the main idea and supporting details, but is instead concerned with the content as a whole....
    • Page 56

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    • 51 Chapter 5 Discussion This action research study was designed to assess the results of teaching expository text comprehension to primary grade students with disabilities. In teaching it is critical to identify which instructional strategies are...
    • Page 61

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    • 56 with preselected vocabulary, the participants should also have had modeling and instruction on how to identify new vocabulary. In the future, this may prove to help participants give more accurate retells and improve their comprehension of...
    • Page 72

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    • 67 Moss, B. (2004). Teaching expository text structures through information trade book retellings. The Reading Teacher. 57(8), 710-718. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching...

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