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From an antonym: This is a redirect from a page that is an antonym or opposite of the target page. When appropriate, protection levels are automatically sensed, described and categorized. Template {{ Redirect category shell }} may be used to add one or more rcat templates, along with their parameters and categories, to a redirect.
The template is used on "Further reading" sections with inappropriate or excessive suggestions. Template parameters [Edit template data] Parameter Description Type Status Month and year date Provides the month and year of the citation request; e.g., 'January 2013', but not 'jan13' Auto value {{subst:CURRENTMONTHNAME}} {{subst:CURRENTYEAR}} Line suggested The above documentation is transcluded ...
While young children display a wide distribution of reading skills, each level is tentatively associated with a school grade. Some schools adopt target reading levels for their pupils. This is the grade-level equivalence chart recommended by Fountas & Pinnell. [4] [5]
Extensive reading (ER) is the process of reading longer, easier texts for an extended period of time without a breakdown of comprehension, feeling overwhelmed, or the need to take breaks. [1] [2] It stands in contrast to intensive or academic reading, which is focused on a close reading of dense, shorter texts, typically not read for pleasure.
Educator Jim Trelease however, describes Accelerated Reader, along with Scholastic's Reading Counts!, as "reading incentive software" in an article exploring the pros and cons of the two software packages. [18] Stephen D. Krashen, in a 2003 literature review, also asserts that reading incentives is one of the aspects of Accelerated Reader. He ...
An open reading frame (ORF) is a reading frame that has the potential to be transcribed into RNA and translated into protein. It requires a continuous sequence of DNA which may include a start codon, through a subsequent region which has a length that is a multiple of 3 nucleotides, to a stop codon in the same reading frame. [4]
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
Here, Adler sets forth his method for reading a non-fiction book in order to gain understanding. He claims that three distinct approaches, or readings, must all be made in order to get the most possible out of a book, but that performing these three levels of readings does not necessarily mean reading the book three times, as the experienced reader will be able to do all three in the course of ...
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