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Epistemic usages of modals tend to develop from deontic usages. [4] For example, the inferred certainty sense of English must developed after the strong obligation sense; the probabilistic sense of should developed after the weak obligation sense; and the possibility senses of may and can developed later than the permission or ability sense ...
The English modal verbs consist of the core modals can, could, may, might, must, shall, should, will, would, as well as ought (to), had better, and in some uses dare and need. [20] These do not inflect for person or number, [ 20 ] do not occur alone, and do not have infinitive or participle forms (except synonyms, as with be/being/been able (to ...
The English modal auxiliary verbs are a subset of the English auxiliary verbs used mostly to express modality, properties such as possibility and obligation. [a] They can most easily be distinguished from other verbs by their defectiveness (they do not have participles or plain forms [b]) and by their lack of the ending ‑(e)s for the third-person singular.
The Green Book's motto, displayed on the front cover, urged black travelers to "Carry your Green Book with you – You may need it". [35] The 1949 edition included a quote from Mark Twain : "Travel is fatal to prejudice", inverting Twain's original meaning; as Cotten Seiler puts it, "here it was the visited, rather than the visitors, who would ...
A 2005 PIRG study found that textbooks cost students $900 per year, and that prices [17] increased four times the rate of inflation over the past decade. [13] A June 2007 Advisory Committee on Student Financial Assistance (ACSFA) report, "Turn the Page", reported that the average U.S. student spends $700–$1000 per year on textbooks. [60]
In practice, many children enter Reception at the beginning of the school year, aged 4. Fourth grade is the equivalent of 'Year 5' (ages 9–10) in England and Wales, Primary 6 in Northern Ireland and Scotland – the sixth year of compulsory education in England, Wales, Scotland and Northern Ireland. [11]
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.
Reading comprehension and vocabulary are inextricably linked together. The ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means while skimming a reading material.
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