• Refine your search:
  • 
    Keyword:
    
    • Reading (39)
    • Education (12)
    • reading (10)
    • Leseunterricht (7)
    • Leseverständnis (7)
    • Leitura (6)
    • Leseforschung (6)
    • Linguistics (6)
    • Lesen (5)
    • Morphology (5)
    •   more
  • 
    Creator / Publisher
  • 
    Year:
    
    • 2015 (143)
  • 
    Medium
  • 
    Type:
    
    • Book (143)
  • 
    BLLDB-Access:
    • free (143)
    • subject to license (1)

Search in the Catalogues and Directories

All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 8 Hits 41 – 60 of 143 41 This text matters: Students' experiences with independent reading Zwillenberg, Jennifer Goulston. - : University of Pennsylvania, 2015 BASE Show details 42 Reading strategies to support home-to-school connections used by teachers of English language learners Mendoza, Socorro. - : University of Phoenix, 2015 BASE Show details 43 Virtual Literature Circles: An Exploration of Teacher Strategies for Implementation Bridges, Melissa J.. - : Piedmont College, 2015 BASE Show details 44 Impact of extensive reading in a Korean EFL university setting: A mixed methods study Suk, Namhee. - : Northern Arizona University, 2015 Abstract: This study investigated the longitudinal impact of an extensive reading approach on Korean EFL university students’ reading comprehension, reading rate, vocabulary acquisition, and motivation to read over a 15-week semester. The study also examined the relationship between two types of vocabulary tests (i.e., a generalized vocabulary knowledge test and individualized vocabulary knowledge tests) designed for the study. Additionally, students’ perceptions of extensive reading throughout the semester were explored. A quasi-experimental research design was employed using four intact classes, two comparison (n = 88) and two experimental (n = 83) classes. The comparison classes received 100-minute intensive reading instruction per week whereas the experimental classes received 70-minute equivalent intensive reading instruction and 30-minute extensive reading instruction per week. A reading comprehension and rate test and a generalized vocabulary test were administered at pre- and post-tests. Sixty-two students in the experimental classes who read consistently throughout the semester also took individualized vocabulary tests to assess learning of the words that appeared in the reading materials read by individual students. Additionally, an extensive reading motivation questionnaire (post-test only) was administered to the experimental classes to determine which factors in the questionnaire would predict students' reading amount. Finally, a semi-structured interview protocol was employed at three different time intervals during the semester. Repeated-measures MANOVA revealed that the experimental classes significantly outperformed the intensive reading classes on the combination of the three dependent variables (i.e., reading comprehension, reading rate, and vocabulary acquisition). Results of the investigation of the relationship between the two types of vocabulary tests revealed that the two tests showed similar patterns in terms of measuring vocabulary knowledge as a result of extensive reading. Finally, in terms of the participants’ motivation to read, a multiple regression analysis indicated that one predictor variable (i.e., Reading for Academic Achievement) was able to predict the participants’ motivation to read. In addition, qualitative results from interviews with 19 students showed that the participants had positive extensive reading experience over a 15-week semester; their perceptions of extensive reading and extensive reading practices support the findings from the quantitative data. Implications for extensive reading in L2 curricula are discussed. Keyword: English as a Second Language|Foreign language education|Reading instruction URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3708188 BASE Hide details 45 The Role of the Interruption in Epistolary Young Adult Novels Herzhauser, Betty J.. - : University of South Florida, 2015 BASE Show details 46 Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction Wright, Jill. - : Lindenwood University, 2015 BASE Show details 47 Research on reading strategies: Results from high and low readers, native and non-native English speakers, and male and female students Abdelmalek, Mamdouh Nathan. - : California State University, Los Angeles, 2015 BASE Show details 48 Picturing meaning: The role of picture books in a fourth grade classroom Donohue, Brianne V.. - : The William Paterson University of New Jersey, 2015 BASE Show details 49 Effects of explicit reading comprehension strategy instruction for English learners with specific learning disabilities Jozwik, Sara L.. - : Illinois State University, 2015 BASE Show details 50 Processing formulaic sequences by native and nonnative speakers of English: Evidence from reading aloud Han, Sumi. - : Northern Arizona University, 2015 BASE Show details 51 Text Matters: Reader and Text Factors Associated with Reading Rate ... Tortorelli, Laura. - : University of Virginia, 2015 BASE Show details 52 Examining Language and Literacy Profiles of Adolescent Struggling Readers ... Diamond, Joy. - : University of North Carolina at Chapel Hill Graduate School, 2015 BASE Show details 53 Kindergarten Linguistic Awareness Intervention: The Effects of Phonological, Morphological, and Orthographic Instruction on Early Reading Outcomes in At-Risk Students ... Zoski, Jennifer. - : University of North Carolina at Chapel Hill Graduate School, 2015 BASE Show details 54 A emergência da leitura em crianças no jardim de infância Amadeu, Patrícia Alexandra Pereira. - 2015 BASE Show details 55 ACTIVE READING ON TABLET TEXTBOOKS Palilonis, Jennifer Ann. - 2015 BASE Show details 56 Relação entre os conhecimentos iniciais da linguagem escrita e a aprendizagem da leitura no final do 1º ano de escolaridade Vicente, Daniela Rodrigues. - 2015 BASE Show details 57 Impacto de um programa de treino fonológico em crianças do 2º ano de escolaridade com dificuldades na aprendizagem da leitura e da escrita Mata, Andreia Filipa Rodrigues da. - 2015 BASE Show details 58 As crianças e a aprendizagem da escrita e da leitura : Impacto de dois programas de escritas inventadas em situação de pequeno grupo Vicente, Cristina Sofia Marques. - 2015 BASE Show details 59 A consciência fonológica e a importância do seu domínio na aprendizagem da leitura e da escrita Mendes, Sandra Sofia Raposo. - 2015 BASE Show details 60 "Doing" Close Reading: Investigating Text Complexity and Text Difficulty in the Secondary English Language Arts Context ... Budd, Jonathan Stephen. - : Columbia University, 2015 BASE Show details Page: 1 2 3 4 5 6 7 8

Mobile view All Catalogues UB Frankfurt Linguistik 16 IDS Mannheim 1 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 16 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 1 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 125 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0