The effect of theoretical and situational knowledge of reading on teachers’ estimates of readability
This study sought to determine: 1. To what extent teachers who possess theoretical and situational knowledge of elementary reading instruction are accurate in estimating the readability levels of materials. 2. To what extent teachers who possess theoretical and situational knowledge of elementary...
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| Language: | English |
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2010
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| Online Access: | http://hdl.handle.net/2429/21050 |