By The Rev. H.E. Hives

Writer was once missionary one of the Cree Indians of Lac l. a. Ronge.

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Extra resources for A Cree Grammar: Being a Simplified Approach to the Study of the Language of the Cree Indians of Canada

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Hancin-Bhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453–465. Ehri, L. C. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In P. B. Gough, L. C. Ehri, & R. ), Reading acquisition (pp. 107–143). Hillsdale, NJ: Erlbaum. , & Kerman, S. (1998). Flying colors. Raanana, Israel: Eric Cohen Books. Frost, R. (2005). Orthographic systems and skilled word recognition process in reading. In M.

2. At the end of ninth grade, EAL reading comprehension was measured using three progressively graded texts designed for ninth graders by EAL teachers. Comprehension questions presented in English examined word level (semantic) comprehension, text level comprehension (detecting explicit information), global comprehension (finding the main idea), and conceptual comprehension found within the text as well as the application of background knowledge. Maximum score for the overall test was 50 (range 0–50).

Spelling is also strongly associated with meaning and this is particularly salient in an opaque orthography such as English. English spelling is considered an extremely challenging task for additional language learners. Because good reading comprehension is considered one of the primary tasks of EAL acquisition in Israel, spelling instruction is often considered less of a priority. The above mentioned results confirm the interdependence of word reading and spelling and suggest that these skills are two sides of the same coin and may strengthen one another.

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