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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 Hits 1 – 5 of 5 1 Exploring the Contributions of Word Knowledge and Figural Reasoning Ability to College Students' Performance on a Measure of Relational Reasoning with Words Zhao, Hongyang. - 2021 Abstract: Word knowledge has long been considered as one of the most important predictors of reading comprehension, academic achievement, and social development. However, it was relatively narrowly conceptualized and measured as either the number of words individuals know the general meaning of (i.e., breadth) or the simple association between two words (i.e., depth). The problem with such a one-sided view is that the existing measures of word knowledge is limited in revealing the quality of word knowledge, which is characterized by both depth and breadth. In this investigation, by comparison, quality of word knowledge was conceptualized as individuals’ fine-grained understanding of the word meanings as they systematically identified semantic similarities and differences among a group of words. It is believed that through deliberate comparisons among word sets, individual’s understanding of the intricacy, subtlety in the meaning of words can be revealed. Therefore, this study offered a new approach in assessing the word knowledge quality informed by a theoretical model of relational reasoning and its four resulting forms (Alexander & DRLRL, 2012). A novel measure of word knowledge quality, Relational Reasoning with Words (R2W2) was developed and validated in this study. Moreover, the unique contributions of relational reasoning ability and word knowledge to college students’ performance on R2W2 were also analyzed. With a sample that involved 338 participants from four US universities, the study found that R2W2 was a reliable and valid measure for word knowledge quality with sound psychometric properties on the item level. In addition, word knowledge was found to contribute to college students’ performance on R2W2 more than relational reasoning ability. Implications for future research and practice are also presented and discussed. Keyword: assessment; breadth; depth; Educational psychology; relational reasoning; vocabulary; word knowledge URL: https://doi.org/10.13016/ztst-hwfq http://hdl.handle.net/1903/27863 BASE Hide details 2 Prompting Rural Students' Use of Prior Knowledge and Experience to Support Comprehension of Unfamiliar Content Hattan, Courtney. - 2018 BASE Show details 3 THE USE OF SEGMENTATION CUES IN SECOND LANGUAGE LEARNERS OF ENGLISH Lin, Candise Yue. - 2013 BASE Show details 4 Reading Comprehension and its Assessment : Aligning Operationalization with Conceptualization of the Construct Rahman, Taslima. - 2012 BASE Show details 5 CONTRIBUTIONS OF PRIOR KNOWLEDGE, MOTIVATION, AND STRATEGIES TO KOREAN COLLEGE STUDENTS' L2 WRITING DEVELOPMENT Chae, Soo Eun. - 2011 BASE Show details

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