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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 Hits 1 – 20 of 22 1 Leichte Sprache : das Regelbuch Maaß, Christiane. - Münster : Lit, 2016 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 2 The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development Arani, Samaneh Ghanei; Yazdanimoghaddam, Massood. - 2016 BASE Show details 3 An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition Silvestri, Julia A.. - 2016 BASE Show details 4 Die Bedeutung des Wortschatzes für basale Lesekompetenzen Juska-Bacher, Britta; Beckert, Christine; Stalder, Ursula... In: Didaktik Deutsch : Halbjahresschrift für die Didaktik der deutschen Sprache und Literatur 21 (2016) 40, S. 20-40 (2016) BASE Show details 5 Die Bedeutung des Wortschatzes für basale Lesekompetenzen ... Juska-Bacher, Britta; Beckert, Christine; Stalder, Ursula. - : Schneider-Verlag Hohengehren, 2016 BASE Show details 6 Response to assessment: reading interventions for students with learning disabilities ... Webster, Shelley R.. - : Electronic version published by Vancouver Island University, 2016 BASE Show details 7 The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development ... Arani, Samaneh Ghanei; Yazdanimoghaddam, Massood. - : Columbia University, 2016 BASE Show details 8 Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills Harsch, Claudia; Hartig, Johannes In: Language testing 33 (2016) 4, S. 555-575 (2016) BASE Show details 9 An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition ... Silvestri, Julia A.. - : Columbia University, 2016 BASE Show details 10 Dos estrategias de lectura: un mismo fin (Un estudio de caso. Liceo Carmela Carvajal de Prat. Osorno. Chile) Muñoz Vásquez, Eduardo E.. - : Universitat de Barcelona, 2016 In: TDX (Tesis Doctorals en Xarxa) (2016) BASE Show details 11 Resolução de problemas matemáticos verbais e estratégias de compreensão textual Rodrigues, Ana Lúcia dos Santos. - 2016 BASE Show details 12 Oral Language Predictors of Reading Comprehension among Elementary School Children: Does Developmental Language Impairment Make a Difference? Skoczylas, Melissa J. - : University of Alberta. Faculty of Rehabilitation Medicine., 2016 BASE Show details 13 Dance, dance, doll of mine! Goulart, Ana Carolina Lucas Souza. - 2016 BASE Show details 14 L'aprenentatge de la lectura en els lectors debutants. i el seu ensenyament Solé, Isabel. - : Centre Universitari de Sociolingüística i Comunicació (CUSC). Universitat de Barcelona, 2016 BASE Show details 15 Oral morphosyntactic competence as a predictor of reading comprehension in children with specific language impairment Buil-Legaz, L.; Aguilar Mediavilla, Eva M.; Rodríguez-Ferreiro, Javier. - : Royal College of Speech & Language Therapists, 2016 BASE Show details 16 Dos estrategias de lectura: un mismo fin (Un estudio de caso. Liceo Carmela Carvajal de Prat. Osorno. Chile) Muñoz Vásquez, Eduardo E.. - : Universitat de Barcelona, 2016 Abstract: [spa] Es notorio el cada vez menor interés de los educandos por la lectura de los textos literarios y la escasa comprensión de estos y otros formatos, esta situación compleja interesa corregirla, ya que se acrecienta la brecha tanto educativa como económica. Para subsanar y mejorar la problemática se consideró pertinente realizar un estudio de caso en un liceo municipal de la Región de Los Lagos, Osorno, CHILE, aplicando una estrategia didáctica consistente en establecer si la lectura de una obra literaria y la visualización de la película basada en el texto, mejoraba el porcentaje de comprensión lectora. Para ello se consideraron los tres cursos, que ingresaron a primero medio, con el menor puntaje en la evaluación diagnóstica e intereses hacia ámbitos diferentes (Curso C, humanista; curso I, científico y curso E matemático). Las evaluaciones contemplaron los procesos psicolingüísticos de interpretación, retención, utilización y evaluación. La investigación consideró durante cuatro años a los tres grupos y la metodología fue la misma durante el periodo. El curso C sólo leyó la obra, el curso I únicamente visualizó la película y el curso E, que se tomó como sujeto de investigación a través de los cuatro años que contempló el estudio, se le enseñó a “leer” y comprender aspectos básicos del lenguaje del cine, junto con leer la obra y presenciar la película basada en el texto, además de realización de focus group. Al término de cada año los resultados indicaron un notorio avance en los porcentajes de logro de la comprensión lectora, en cada uno de los procesos psicolingüísticos, en el curso en el cual se aplicó la estrategia, por ende, como conclusión se extrae que aplicando la estrategia de leer el texto literario y visualizar la película se obtiene una mayor comprensión lectora, sumado a ello la realización del focus group que permite expectativas mayores en cuanto al rendimiento. ; [eng] It is well-known the decreasing interest of students for reading literary texts and the poor comprehension of these and other formats, to correct this complex situation is urgent since both the educational and economic breach is increasing. In order to correct and improve this problematic situation I considered necessary to do a case study in a municipal high school in the Lakes Region, Osorno, CHILE, applying a didactic strategy which consisted in establishing if the reading of a literary work and the watching of the movie based on the text, improved the percentage of reading comprehension. For this study were considered three groups of students who entered to the first grade and had the less score in the diagnostic evaluation and interests towards different areas (Grade C, humanist; grade I, scientific and grade E mathematical). The evaluations considered the psycholinguistics processes of interpretation, retention, use and evaluation. The research considered during four years the same groups of students and the same methodology. The C group only read the work, the I group just watched the movie and the E group, which was taken as the research subject through the four years of the study, were taught to “read” and understand the basic aspects of the movie language through reading and watching the movie based on the text, in addition the focus group was done. At the end of each year the results showed a remarkable improvement in the achievement percentages of reading comprehension, in each of the psycholinguistic processes in the class group in which the strategy was applied. As a conclusion we can say that applying the strategy of reading the literary text and watching the movie a better reading comprehension is achieved, besides doing the focus group activity allows major expectations in relation to the results. Keyword: Cinematografia; Comprensió de la lectura; Literatura; Literature; Motion pictures; Reading comprehension URL: http://hdl.handle.net/10803/393951 http://hdl.handle.net/2445/102036 BASE Hide details 17 Leitura de textos no ensino médio: uma proposta didática ; Reading texts in high school: a didactic proposal Souza, Sônia Regina Antunes Naufal de. - : Universidade Tecnológica Federal do Paraná, 2016. : Londrina, 2016. : Brasil, 2016. : Programa de Pós-Graduação em Ensino de Ciências Humanas, Sociais e da Natureza, 2016. : UTFPR, 2016 BASE Show details 18 Reading comprehension predictors and interventions for bilingual adolescents : a review of best practices Hubbard, Emma Lee. - 2016 BASE Show details 19 Effects of listening comprehension, word recognition, and oral reading fluency on reading comprehension in second-grade students Ribeiro, Iolanda; Rodrigues, Bruna; Santos, Sandra. - : Editografica s.r.l. - EdLearning - Medimond, 2016 BASE Show details 20 Discourse level reading comprehension interventions following acquired brain injury: a systematic review Watter, Kerrin; Copley, Anna; Finch, Emma. - : Taylor & Francis, 2016 BASE Show details Page: 1 2

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