2 |
The emergence of phonology : whole word approaches and cross-linguistic evidence
|
|
|
|
MPI-SHH Linguistik
|
|
Show details
|
|
8 |
Latéralisation hémisphérique et lecture : l’utilisation de l’information visuelle disponible en reconnaissance de mots par chaque hémisphère cérébral
|
|
|
|
BASE
|
|
Show details
|
|
9 |
The Time-course of Lexical Influences on Fixation Durations during Reading: Evidence from Distributional Analyses
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Relationships between adolescents' oral language skills, metacognitive knowledge and strategies and reading comprehension in English and French
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Associative priming of non-word dictation among young ESL learners with Chinese language backgrounds
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Concurrent Memory Load, Working Memory Span, and Morphological Processing in L1 and L2 English
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Biliteracy Development in Chinese and English: The Roles of Phonological Awareness, Morphological Awareness, and Orthographic Processing in Word-level Reading and Vocabulary Acquisition
|
|
|
|
BASE
|
|
Show details
|
|
15 |
EXPLORING THE ROLE OF PROSODIC AWARENESS AND EXECUTIVE FUNCTIONS IN WORD READING AND READING COMPREHENSION: A STUDY OF COGNITIVE FLEXIBILITY IN ADULT READERS
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Effets de l’enseignement réciproque sur la compréhension en lecture d’élèves allophones immigrants nouvellement arrivés en situation de grand retard scolaire au secondaire
|
|
|
|
BASE
|
|
Show details
|
|
17 |
The Impact of Text Reader Training and Teacher Strategies on a Six-week Reading Program
|
|
|
|
Abstract:
This study investigates the effects of intensive remediation in reading and assistive technology skills combined with the use of a computer based text to speech reader in a six-week intensive reading program for junior-age students with reading disabilities. The study reports on the strategies used by the teachers, week-by-week student progress, and the results of a criterion-referenced reading assessment. Other themes include student attitudes towards the technology and barriers to implementation. Findings indicate that a computer based text to speech reader provides significant compensatory support, resulting in improved fluency and comprehension scores. Students using technology were able to access paper and on-line text at a higher level. A model which builds on the work of Dyck and Pemberton (2002) and Edyburn (2004b, 2007) is proposed which provides a theoretical framework to assist schools in decisions about remediation or compensation for struggling readers in primary, junior, intermediate, and senior grades.
|
|
Keyword:
0529; 0535; 0710; assistive technology; compensation; computer; disabilities; reading; remediation; teacher strategies; text to speech
|
|
URL: http://hdl.handle.net/1807/42654
|
|
BASE
|
|
Hide details
|
|
18 |
Examining Reading Processes and Engagement of Struggling and Proficient Readers when Using iPads
|
|
|
|
BASE
|
|
Show details
|
|
|
|