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Keeping the Processing Easy at Higher Levels of Text Reading.
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Kelly, Patricia R.; Neal, Judith C. – Running Record, 1998
This article is based on the hypothesis that Reading Recovery teachers sometimes mistakenly reduce or withdraw their support once children have developed strategic processing capabilities and gained higher levels of text reading. It discusses structural characteristics of higher level texts and considers several types of processing demands…
Descriptors: Classroom Techniques, Early Intervention, Instructional Improvement, Primary Education