Zobrazeno 1 - 8
of 8
pro vyhledávání: '"EARL F. RANKIN"'
Autor:
Earl F. Rankin
Publikováno v:
Journal of Literacy Research. 31:8-12
our field, raise new questions, and offer challenges that cry out to be addressed. As such, they represent the best of NRC and of the scholarship that is our mission the quest for new questions, for new challenges, and J L R for sustaining profession
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dc9bf1a151b8c62ad90a8b33ec05d890
https://doi.org/10.1080/10862969909548020
https://doi.org/10.1080/10862969909548020
Publikováno v:
Journal of Visual Impairment & Blindness. 74:297-301
A psychometric evaluation was conducted on the Diagnostic Assessment Procedure (DAP), which evaluates the visual efficiency of legally blind persons with low vision. The DAP was administered twice to 112 legally blind students ages 5 to 20. Reliabili
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5d198aaaf92a5e3abaa0a5e8f0c5d42f
https://doi.org/10.1177/0145482x8007400804
https://doi.org/10.1177/0145482x8007400804
Autor:
Hilda Caton, Earl F. Rankin
Publikováno v:
Journal of Visual Impairment & Blindness. 74:147-150
This study was designed to identify various problems encountered by children who read braille and use conventional basal reading programs transcribed into that medium. It was hoped that this information could be used to improve methods of teaching bl
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::da2d6a8a201c3a95baf560b9329b5100
https://doi.org/10.1177/0145482x8007400405
https://doi.org/10.1177/0145482x8007400405
Autor:
Warren E. Lacefield, Earl F. Rankin
Publikováno v:
Research in Higher Education. 22:381-394
This study contrasts minimum reading comprehension of prospective teachers and average readability of required undergraduate textbooks. The Degrees of Reading Power (DRP) test represents student test scores and textbook readability measurements on th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::97e8a0fe0d022418368abcd5c347e30b
https://doi.org/10.1007/bf00974212
https://doi.org/10.1007/bf00974212
Publikováno v:
The School Review. 70:191-206
This paper reports an empirical investigation into the relationship between the role of the public school teacher and recruitment into the teaching profession. Our data were gathered from three groups of respondents: teachers, education students, and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a37d53741ad7ed2862057466a24438fc
https://doi.org/10.1086/442618
https://doi.org/10.1086/442618
Autor:
Betsy M. Overholser, Earl F. Rankin
Publikováno v:
Journal of Reading Behavior. 1:50-73
For some time, authorities have recognized the need for contextual clue instruction in reading. However, with some exceptions, much of the research on contextual clues has been based on more or less arbitrarily derived lists of clues rather than clue
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1e70866c737b56c7454e3a3158f19ce5
https://doi.org/10.1080/10862966909546857
https://doi.org/10.1080/10862966909546857
Autor:
EVELYN WEBER, MALCOLM B. CAMPBELL, PAUL R. KLOHR, VIRGIL A. CLIFT, CHARLES M. GALLOWAY, DONALD ARSTINE, WILLIAM C. BAILEY, MAURICE P. HUNT, J. JUNIUS JOHNSON, MAX BAILEY, ELEANOR LEACOCK, JACK OTIS, EARL F. RANKIN
Publikováno v:
Educational Studies. 3:44-53
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::698eae3931f4363c300c1ef69bd79c88
https://doi.org/10.1207/s15326993es0301_3
https://doi.org/10.1207/s15326993es0301_3
Autor:
Earl F. Rankin
Publikováno v:
Journal of Reading Behavior. 3:34-38
Two-hundred fifty-five college students enrolled in developmental reading classes were tested to determine the extent of internal (intra-article) reading flexibility. This investigation entailed careful observations of the relationship between rate a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3be847d1c42219381624f6379fbad28a
https://doi.org/10.1080/10862967009546948
https://doi.org/10.1080/10862967009546948