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instructional framework for developing motivational and cognitive aspects fo reading. Division 15 Invited Address at the Annual Convention of the American Psychological Association, Toronto.
Guthrie, J. T., Bennett, L., McGough, K. (1994). Concept-oriented reading instruction: An integrated curricu
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Reading
2. A Definition of Reading
3. General Implications from Research for Reading Instruction
4. L2 Readers and Sociocultural Factors in Learning to Read
5. Goals for an Effective Reading Curriculum
5.1 Conducting Needs Analyses
5.2 Planning (or Fine-Tuning) Reading Curricula
5.3 Sel
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Reading
2. A Definition of Reading
3. General Implications from Research for Reading Instruction
4. L2 Readers and Sociocultural Factors in Learning to Read
5. Goals for an Effective Reading Curriculum
5.1 Conducting Needs Analyses
5.2 Planning (or Fine-Tuning) Reading Curricula
5.3 Sel
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reading proficiency of deaf children. American Annals of the Deaf, 147(3), 11-19.
Olive, J. (1996). Bridging the gap between deaf and hearing in literacy instruction. Reading Improvement, 33, 46-50.
Padden, C., & Ramsey, C. (2000). American sign language and reading ability in deaf children. In Cham
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reading comprehension and learning motivation. Literacy Research and Instruction, 50, 68-88.
Igo, B., Bruning, R., McCrudden, M., & Kauffman, D.F. (2003). InfoGather: A tool for gathering and organizing information from the web. In R. Bruning, C. A. Horn, & L. M. PytlikZillig (Eds.), Web-based learn
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reading program for elementary students with and without learning disabilities. 특수아동교육연구, 제1집 1호, 13-32.
Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with disabilities. Journal of Learnin
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instruction, followed by listening and having interest in writing and reading. Second, the language instruction activity was carried out most frequently when discussing \'environment and living\'. Third, the order of the frequent language instruction type is by syntax, semantics, phonology, pragmati
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instruction, followed by listening and having interest in writing and reading. Second, the language instruction activity was carried out most frequently when discussing \'environment and living\'. Third, the order of the frequent language instruction type is by syntax, semantics, phonology, pragmati
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instruction is essential for EFL students like Korean learners who have difficulties in speaking English.
Considering the fact that grammatical competence is a crucial part of communicative competence, grammar teaching needs to be properly performed in elementary school.
The purpose of this paper is
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