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and Discourse Organization
5.6.4 Use of Graphic Organizers to Support Comprehension and Discourse Organization Awareness
5.6.5 Strategic Reading
5.6.6 Fluency Development
5.6.7 Extensive Reading
5.6.8 Student Motivation
5.6.9 Integrated-Skills Instruction
6. Conclusion
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and Discourse Organization
5.6.4 Use of Graphic Organizers to Support Comprehension and Discourse Organization Awareness
5.6.5 Strategic Reading
5.6.6 Fluency Development
5.6.7 Extensive Reading
5.6.8 Student Motivation
5.6.9 Integrated-Skills Instruction
6. Conclusion
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comprehension in deaf children. In Chamberlain, Morford, & Mayberry (Eds.), Language acquisition by eye. (pp. 143-163). Lawrence erlbaum association.
Hoffmeister, R., de Villiers, P., Engen, E., & Topol, D. (1997). English reading achievement and ASL skills in deaf student. In Hughes, Hughes, & Gree
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L2 of third and fifth graders
2.2. Vocabulary Acquisition as a Process of Continuous Lexical Disambiguation
2.3. Reading, Dictionaries, and Vocabulary Learning
2.4. Psycholinguistic Determinants of Foreign Language Vocabulary Learning
2.5. Dictionary Use While Reading: The Effects On Com
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Reading Teacher, 39(8), 771-777.
Palincsar, A. & Brown, A. (1988). Teaching and practicing thinking skills to promote comprehension in the context of group problom solving. Remedial and Special Education, 9(1), 53-59.
Rose, M., Cundick, B., & Higbee, K. (1983). Verbal rehearsal and visual imagery: M
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2)유창성을 기르는 활동
5. 이해력(Comprehension)
1)이해력 학습의 중요성
2)이해력을 기르는 활동
Ⅴ. 결론 ---------------------------------------------------------------------------11
ⅵ. 참고문헌------------------------------------------------------------------------13
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Reading instruction in the resource room. Exceptional children, 64(2). 211～225. Ⅰ 서론
1. 연구의 목적 및 필요성
2. 연구문제
3. 용어정의
Ⅱ 이론적 배경
1. 협동학습의 이해
2. 협동학습 모형
3. 학습장애 아동을 위한 통합의 역사
4. 학습
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skills. Paper presented at the TRI-TESOL Conference, Bellevue, Washington, November 14-16.
Abstract
The Necessity of Teaching Grammar
in Elementary School English Education
for Communicative Competence
English Education
Graduate School of Education
Hongik University
Many linguists have argued that
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Reading Comprehension) 58
파트 2: 의료영문 해석 및 용어 (Medical Vocabulary) 58
파트 3: 실무영어 ? 이메일 및 문서작성 (Writing & Email) 59
파트 4: 회화 표현 ? 상황별 응대 (Situational Dialogues) 59
파트 5: 영어작문 및 번역 (Translation & Writing) 60
파트 6:
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Reading Comprehension) 58
파트 2: 의료영문 해석 및 용어 (Medical Vocabulary) 58
파트 3: 실무영어 ? 이메일 및 문서작성 (Writing & Email) 59
파트 4: 회화 표현 ? 상황별 응대 (Situational Dialogues) 59
파트 5: 영어작문 및 번역 (Translation & Writing) 60
파트 6:
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g 1st Class, 2000 (부기 검정시험 1급)
Official Examination-Korean Word Processing Skills 1st Class, 1999 (워드 프로세서 시험 1급)
Good command of English in speaking, reading and writing
REFERENCES: Available on request. (굳이 나열하지 않음)
이력서모범 샘플 #2
Seo Jung Min
***-**Sinsa-
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SKILLS
● Mechanical CAD Softwares: Auto CAD 2008, Solid Works 2009, Cad Key, Unigraphics NX6
● FEA Softwares: LS-DYNA, ANSYS Workbench
● Proficiency in reading and drafting engineering drawings
● Knowledge of automobile structure, internal combustion engine, vehicle testing, heat exchange
● K
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skills:
MS Word, MS Excel, MS Access, Power Point, Word Perfect. Familiar with Internet
Language:
Japanese: Native English: Fluency. Scored 720 on the TOEIC (1999 )
French and Spanish: Basic reading and writing skill
Activities:
Member of women's racquet club at Osaka University of Foreign Studies (
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