Guided reading in biology: a modified Keller system

Keyword(s):  
2021 ◽  
Vol 30 ◽  
pp. 100530
Author(s):  
Maria Nicholas ◽  
Nikolai Veresov ◽  
John Cripps Clark

Reading ◽  
2003 ◽  
Vol 37 (2) ◽  
pp. 47-53 ◽  
Author(s):  
David Skidmore ◽  
Montserrat Perez-Parent ◽  
Simon Arnfield

2016 ◽  
Vol 5 (2) ◽  
pp. 140-155
Author(s):  
Mukhtar H. Ali

This article represents a preliminary inquiry into a little known and understudied commentarial tradition upon ʿAbd Allāh al-Anṣārī’s classic work on the stations of Sufism, the Manāzil al-sāʾirīn (Stations of the Wayfarers). After briefly taking stock of the considerably late commentarial tradition which this important text engendered, we will take as our case study one of the Manāzil ’s key topics, namely its sixty-first chapter on the station of love. This pivotal section on love gives profound insight into early Sufism and into the minds of two of its greatest exponents. Anṣārī discusses the station of love in detail, as he does with every chapter, in three aspects, each pertaining to the three types of wayfarers: the initiates, the elect, and the foremost of the elect. Then, we shall turn our attention to perhaps the most important Sufi commentary upon this work by an important follower of the school of Ibn al-ʿArabī, ʿAbd al-Razzāq Kāshānī, offering a guided reading of his commentary upon Anṣarī’s chapter on love in the Manāzil. A complete English translation of this chapter will be offered and appropriately contextualized.


2016 ◽  
Vol 6 (1) ◽  
pp. 8
Author(s):  
Mohlanhledi P. Makumbila ◽  
Charline B. Rowland

<p>This professional development project, known as Literacy Leadership Project, enabled four Foundation Phase teachers in South Africa to implement the Guided Reading approach. Developed by American researchers Fountas and Pinnell (1996), Guided Reading helps elementary students strengthen their phonemic awareness, vocabulary, reading comprehension and fluency in small group activities. Over an 8-month period, lessons learnt came from data collected from this professional development included workshop activities, classroom observations, teachers’ group discussions and students’ artefacts. Results indicated improvement in students’ literacy engagement and motivation because of the use of levelled books, oral reading and group activities</p><p><strong>Keywords:</strong>  Guided Reading programme; foundation phase; childhood literacy; teacher professional development; literacy leadership; South Africa</p>


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