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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 3 Hits 1 – 20 of 42 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 Abstract: 本研究以屏東縣某國小九位五年級學生為研究對象，旨在探討經由十五週的英語繪本平衡閱讀教學，學童的認字能力表現及閱讀能力表現的改變情形。另外，學生在接受平衡閱讀教學後對英語繪本閱讀的態度也將一併探討。學生的英語單字的前後測成績、英語閱讀的前後測成績、教室觀察記錄、前後測問卷及訪談資料均被蒐集來做質、量化分析。前述兩個前後測的分數是以學生前後測成績作來進行比較和分析。而教室觀察記錄、前/後測問卷表及訪談資料作質化的分析。 本研究發現如下：1.在平衡閱讀教學中，透過明確式的字母拼讀教學及重複閱讀繪本上的單字，學生的認字能力表現有顯著的進步。2.在平衡閱讀教學中，配合老師不同的說故事策略及繪本上提供的有意義情境能提升學童閱讀能力的表現。3.平衡閱讀教學能全面提升學童閱讀英文兒童繪本的態度，同時，部分學童已開始借閱英文繪本。 根據本研究的結果，研究者建議國小教師可以採用平衡閱讀教學法來幫助學童英語學習的各項能力，如：英語認字能力、英語閱讀能力及正面的英語閱讀態度。最後，本研究也提供未來相關研究的建議及參考。 ; The present study aimed to examine the effects of the Balanced Reading Instruction on EFL students’ English word recognition performance and reading comprehension performance. It also explored students’ attitudes toward children’s picture books. The participants were nine fifth-graders from an elementary school in Pingtung County. All of the participants received a fifteen-week balanced reading instruction programs. The data were collected through pre/post word recognition tests, pre/post reading comprehension tests, pre/post questionnaires, interview data and classroom observation notes. The former two were analyzed with comparison between learners’ pre/post test scores. The descriptive statistics were reported for the participants’ responses in the pre/post questionnaires. The researcher’s interpretation of the findings was supported by the interviews and the notes of classroom observations. The main findings showed that Balanced Reading Instruction facilitated students’ word recognition performance with the explicit phonics teaching and repeated vocabulary in the story. Meanwhile, with various methods of storytelling and meaningful information from the pictures in children’s books, BRI also enhanced students’ reading comprehension performances. Furthermore, most students held positive attitudes toward English reading through the children’s picture books after they received the balanced reading instruction, and some students even began to borrow English storybooks and read them after the class. Based on the results, the present study provided pedagogical implications and suggestions for further studies. Keyword: Balanced reading instruction;word recognition performance;reading comprehension performances;English reading attitude; 平衡閱讀教學;英語認字能力表現;英語閱讀能力表現;英語閱讀態度 URL: http://140.127.82.166/bitstream/987654321/19973/1/104NPTU0238006-001.pdf http://140.127.82.166/handle/987654321/19973 BASE Hide details 6 Sources Of Missed Understanding: A Framework For Diagnosing Comprehension Breakdown Jennifer, Tarr In: Dissertations (2019) BASE Show details 7 Empirische Studien zur Auswirkung eines laut-orientierten Konstruierens von Wörtern ("invented spelling") auf den Rechtschreiberwerb Brügelmann, Hans. - : pedocs-Dokumentenserver/DIPF, 2019 In: 2019, 21 S. (2019) BASE Show details 8 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 9 Unter der Norm - Kompetenz und Diagnostik in IGLU 2016 ; Below the norm – competence and diagnosis in PIRLS Germany 2016 Hußmann, Anke; Schurig, Michael In: Empirische Sonderpädagogik 11 (2019) 4, S. 279-293 (2019) BASE Show details 10 日本語学習者の助詞・動詞選択の傾向 : 自動詞他動詞の比較を中心に 沖本 与子; Tomoko Okimoto In: https://pj.ninjal.ac.jp/corpus_center/lrw2019.html (2019) BASE Show details 11 Oats, Peas, Beans, and Early Literacy Skills Grow: A Program Evaluation of Education through Music Lehman, Laura D.. - : Alfred University, 2019 BASE Show details 12 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 13 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 BASE Show details 14 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 15 Coping With Text Complexity in the Disciplines: Vulnerable Readers’ Close Reading Practices Buffen, Leslie. - : University of California, Berkeley, 2019 BASE Show details 16 The Explicit Integration of Technology During Lesson Planning Spencer, John W.. - : University of Pennsylvania, 2019 BASE Show details 17 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 18 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 19 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 20 Empirische Studien zur Auswirkung eines laut-orientierten Konstruierens von Wörtern ("invented spelling") auf den Rechtschreiberwerb ... Brügelmann, Hans. - : :null, 2019 BASE Show details Page: 1 2 3

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