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admin | How To Get A Ex Boyfriend Back | 21.10.2015
The materials used in the project are not widely available but we have provided an in-depth account of the approaches we used alongside example activities in our book Developing Reading Comprehension. The intervention programmes were designed by the research team and guided by consultation with a group of practitioners including teachers, speech and language therapists and educational psychologists.
The design of the programmes followed the principles of distributed practice where by each session incorporated short varied activities in key routine components. All of the teaching in this programme placed emphasis on activities within the spoken domain.
Children were encouraged to think about the subtleties of spoken language in this part of the session. The combined programme integrated all eight components, connecting oral language and text-based activities using a naturalistic approach. When they mistakenly call me mom, I automatically say, "Yes?" I care for them 7 hours a day, 180 days a year.

Each session was 30 minutes long and children received two pair sessions and one individual session per week. They then completed reciprocal teaching activities in the spoken domain, focusing on one or more of the four key strategies: clarifying, summarising, predicting or generating questions. They explored a range of figurative language including idioms, jokes, riddles, simile and metaphor. Resolving comprehension failure through text look backs: Direct training and practice effects among good and poor comprehenders in grades six and seven.
Activities of increasing difficulty were introduced gradually and skills were consolidated throughout the programmes rather than in specific sessions. They were supported in applying this knowledge to produce their own stories over a number of weeks to build their narrative skills and sense of authorship.
The relation between children’s reading comprehension level and their comprehension of idioms.

Over time scaffolding was reduced to encourage a student-led rather than tutor-led approach. Effect of organizational cues and strategies on good and poor comprehenders' story understanding. Teaching new words to children with poor existing vocabulary knowledge: A controlled evaluation of the definition and context methods.

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