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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.
The table at the right shows the main verb forms, with examples for -ar, -er and -ir verbs (based on parlar 'to speak', vider 'to see', and audir 'to hear'). The simple past, future, and conditional tenses correspond to semantically identical compound tenses (composed of auxiliary verbs plus infinitives or past participles).
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.
Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals.
The Spanish copulas are ser and estar.The latter developed as follows: stare → *estare → estar. The copula ser developed from two Latin verbs. Thus its inflectional paradigm is a combination: most of it derives from svm (to be) but the present subjunctive appears to come from sedeo (to sit) via the Old Spanish verb seer.
The popular Baptist educator, Rev. Clarence H. Woolston wrote a number of books about using everyday objects to aid instruction, including Seeing Truth: A Book of Object Lessons with Magical and Mechanical Effects, Penny Object Lessons: 25 Lessons for 25 Cents, and The Bible Object Book: A Book of Object Lessons Which Are Different, Written in ...