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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 25 1 Handbuch Deutschunterricht und Inklusion Hochstadt, Christiane (Herausgeber); Olsen, Ralph (Herausgeber). - Basel : Beltz, 2019 BLLDB UB Frankfurt Linguistik Show details 2 Approximations of disciplinary literacy in English Language Arts: an analysis of high school students' developing understanding of literary analysis Rabold, Jennifer. - 2019 BASE Show details 3 Coping with Text Complexity in the Disciplines: Vulnerable Readers' Close Reading Practices Buffen, Leslie. - : eScholarship, University of California, 2019 BASE Show details 4 Strategies ESL Saudi Arabian Graduate Students Use to Learn New Academic Vocabulary Across Domains Yousef, Dalia Abdullah In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1554976746592993 (2019) BASE Show details 5 應用平衡閱讀教學加強國小學童英語學習表現及閱讀態度 ; Implementing Balanced Reading Instruction to Enhance EFL Elementary School Students’ Learning Performances and Reading Attitudes 葉淑芬; YEH, SUE-FEN. - 2019 BASE Show details 6 Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms Bravo Granström, Monica. - : Logos Verlag, 2019. : Berlin, 2019. : pedocs-Dokumentenserver/DIPF, 2019 In: Berlin : Logos Verlag 2019, 310 S. - (Zugl.: Weingarten, Univ., Diss., 2018) (2019) BASE Show details 7 Oats, Peas, Beans, and Early Literacy Skills Grow: A Program Evaluation of Education through Music Lehman, Laura D.. - : Alfred University, 2019 BASE Show details 8 A Comparative Analysis of Student Achievement of First Grade Students Using Fundations vs. Heggerty and Words Their Way Schwartz, Stephen. - : Lindenwood University, 2019 BASE Show details 9 The Relationship of Reading Instruction Using Comprehension Strategies for Expository Texts to the Academic Achievement of Elementary Students Weise, Patricia W.. - : Notre Dame of Maryland University, 2019 Abstract: Students in the United States struggle with comprehension when reading, especially when reading expository text. Research has shown that good readers are strategic readers and comprehension strategies can be taught to all students. Yet many observational studies have found very little comprehension instruction occurring in elementary classrooms. This study was designed to identify the amount of time teachers in the United States and other English-speaking countries ask students to use comprehension strategies identified in the 2016 PIRLS Teacher Questionnaire. This researcher hoped to find out how often fourth-grade teachers teach comprehension strategies necessary for comprehending narrative and expository texts and whether a relationship exists between the teaching of comprehension strategies and reading expository test scores on PIRLS for fourth-grade students in the United States and other English-speaking countries By using the data collected during the 2016 PIRLS administration on the Teacher Questionnaire, a frequency distribution was run for the United States, Ireland, Northern Ireland, England, Australia, and Trinidad and Tobago. A regression analysis was run to compare the frequency of comprehension strategy use and fourth-grade student scores on the expository test section. Results showed a small relationship between the comprehension strategy “locate information within the text” and expository test scores for all English-speaking countries. Negative relationships were found with the strategies “make predictions about what will happen next in the text they are reading” and “describe the style or structure of the text they have read.” The results indicate that more teachers are teaching comprehension strategies with “locate information within the text” contributing to student comprehension when reading expository text. The comprehension strategies “make predictions about what will happen next in the text they are reading” and “describe the style or structure of the text they have read” indicated a significant negative relationship, which may have resulted from incorrect teacher instruction of the strategies or students’ inability to know when, why, and how to apply those strategies when reading nonfiction text. Keyword: Reading instruction|Elementary education URL: http://pqdtopen.proquest.com/#viewpdf?dispub=13901379 BASE Hide details 10 Using Vocabulary Matching Curriculum Based Measurement to Monitor the Progress of Students in Science Courses Cathers, Abigail E.. - : Southern Illinois University at Edwardsville, 2019 BASE Show details 11 Coping With Text Complexity in the Disciplines: Vulnerable Readers’ Close Reading Practices Buffen, Leslie. - : University of California, Berkeley, 2019 BASE Show details 12 The Explicit Integration of Technology During Lesson Planning Spencer, John W.. - : University of Pennsylvania, 2019 BASE Show details 13 What Makes Reading Difficult? An Investigation of the Contribution of Passage, Task, and Reader Characteristics on Item Difficulty, Using Explanatory Item Response Models Toyama, Yukie. - : University of California, Berkeley, 2019 BASE Show details 14 The Impact a Growth Mindset Professional Development Has on the Perceptions and Academic Achievement of Fourth Grade Students in Reading in a Rural District Farrer, Michelle. - : Concordia University Irvine, 2019 BASE Show details 15 Emic Views of a Reading Intervention: A Qualitative Case Study of Motivation and Engagement Erickson, Joy Dangora. - : University of New Hampshire, 2019 BASE Show details 16 Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms ... Bravo Granström, Monica. - : Logos Verlag, 2019 BASE Show details 17 Oral reading fluency: Predicting outcomes for culturally and linguistically diverse students ... Mora, Hector Geovanni. - : University of Utah, 2019 BASE Show details 18 The Effects of a Systematic Tier 2 Intervention on Kindergartners' Dibels Benchmarks Abernathy, Richard Kyle In: Doctoral Dissertations and Projects (2019) BASE Show details 19 Reading and Deafness: State of the Evidence and Implications for Research and Practice Beverly Trezek; Connie Mayer In: Education Sciences ; Volume 9 ; Issue 3 (2019) BASE Show details 20 Möglichkeiten der Förderung von DaZ-Schüler_innen bei der Arbeit mit Sachtexten im naturwissenschaftlichen Fachunterricht Frey, Katharina. - 2019 BASE Show details Page: 1 2

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