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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 48 1 Reading Analyses with Chilean Children Cubillos Guzman, Montserrat. - 2021 BASE Show details 2 THE CONTRIBUTION OF EXECUTIVE FUNCTION TO READING COMPREHENSION FOR LINGUISTICALLY DIVERSE LEARNERS Meyer, Anna. - 2018 BASE Show details 3 TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT McCall, Aundrea. - 2018 BASE Show details 4 Prompting Rural Students' Use of Prior Knowledge and Experience to Support Comprehension of Unfamiliar Content Hattan, Courtney. - 2018 BASE Show details 5 Volitional code switching: Is there a cost? Wereley, Sophie. - 2018 BASE Show details 6 BEYOND BENCHMARKS: ELEMENTARY EDUCATION PRESERVICE TEACHERS’ VISIONS FOR USING DIVERSE FAMILY LITERACY PRACTICES TO GUIDE CLASSROOM READING INSTRUCTION Albro, Jennifer. - 2017 BASE Show details 7 Teaching Sight-Reading to Undergraduate Choral Ensemble Singers: Lessons from Successful Learners Carlson, Rachel. - 2016 BASE Show details 8 INVESTIGATING THE USE OF MAZE-CBM FOR HIGH SCHOOL STUDENTS Mitchell, Marisa Ann. - 2016 BASE Show details 9 EIGHTH-GRADERS’ READING COMPREHENSION OF INFORMATIONAL TEXTS AND LITERARY TEXTS IN THE 2009 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS YOU, WEI. - 2016 BASE Show details 10 Comparing Second Language Learners' Sensitivity to Arabic Derivational and Inflectional Morphology at the Lexical and Sentence Levels Freynik, Suzanne Marie. - 2015 BASE Show details 11 Engagement as a Mediator of the Associations Among Expectancies and Values for Reading and Reading Outcomes Cambria, Jenna. - 2014 Abstract: Previous research studies have shown that cognitive engagement could be included in the Eccles et al. (1983) expectancy-value model as the indirect means, or mediator, by which motivational influencers drive achievement (e.g., Greene et al., 2004; Hardré et al., 2007; Skinner et al., 2008). To explore the associations between values, expectancies, cognitive engagement and reading performance, I conducted a study with 1197 seventh graders. Values, expectancies, and cognitive engagement were measured using survey data. Performance was measured using the informational text comprehension test (ITC) and Reading/Language Arts grades. The main finding of this study was that cognitive engagement was a significant mediator of both expectancies and values with reading performance. Guthrie et al. (2012) discussed how reading requires effort and attention. Expectancies and values partially drive engagement, which is to say, they initiate engagement and not that motivation stops when a student becomes engaged in a task. When reading is valued and students believe they can be successful, students will be more persistent and put in more effort in deducing meaning from passages, like the ITC test. If students are more motivated, they will put in more effort and will result in better Reading/Language Arts grades. As discussed, the indirect effects of values and expectancies, and the direct of values, expectancies, cognitive engagement, and demographic controls were the same across the ITC and Reading/Language Arts grades. One exception to this association was the effects of gender and race on the reading outcomes. For gender, girls had higher grades than boys, but boys and girls did the same on ITC. This finding replicated previous research that males and females do not differ on standardized tests at this age and girls often perform better in Reading/Language Arts grades, which are typically seen as favoring females than do other classes such as mathematics (Banks & Banks, 2010). For race, there was no difference in performance in Reading/Language Arts grades, but there was a race difference on ITC. From an expectancy-value framework, mediation may mean that through engagement, expectancies for success and values may be actualized into achievement. Keyword: Developmental psychology; Educational psychology; Engagement; Expectancy-value theory; Mediation; Motivation; Reading URL: http://hdl.handle.net/1903/15174 BASE Hide details 12 Strategy and bias in comprehension of multiple texts: How do readers with topic beliefs use strategies when reading controversial documents? Kim, Jong-Yun. - 2014 BASE Show details 13 THE ROLE OF READING COMPREHENSION IN LARGE-SCALE SUBJECT-MATTER ASSESSMENTS Zhang, Ting. - 2013 BASE Show details 14 The Malleability of Cognitive Control and its Effects on Language Skills Hussey, Erika. - 2013 BASE Show details 15 EXAMINING TRANS-SYMBOLIC AND SYMBOL-SPECIFIC PROCESSES IN POETRY AND PAINTING Loughlin, Sandra. - 2013 BASE Show details 16 CLARIFYING LINGUISTIC COMPREHENSION IN THE SIMPLE VIEW OF READING: THE INFLUENCE OF WORD-, SENTENCE-, AND DISCOURSE-LEVEL LINGUISTIC SKILLS ON READING COMPREHENSION Santoro, Julie. - 2012 BASE Show details 17 INSTRUCTIONAL BEHAVIORS AND STUDENT READING OUTCOMES IN A SCRIPTED TIER 2 INTERVENTION FOR FOURTH GRADE STRUGGLING READERS Montanaro, Elizabeth Ann. - 2012 BASE Show details 18 Reading Comprehension and its Assessment : Aligning Operationalization with Conceptualization of the Construct Rahman, Taslima. - 2012 BASE Show details 19 THE RELATIONSHIPS BETWEEN TEACHER VARIABLES AND OUTCOMES FOR LANGUAGE MINORITY LEARNERS IN GRADES 3-5 ON MEASURES OF VOCABULARY KNOWLEDGE AND READING COMPREHENSION Gray, Jennifer Letcher. - 2012 BASE Show details 20 USING BORDERLANDS LITERATURE TO INCREASE INTEREST IN LITERACY IN THE HERITAGE LANGUAGE: TEACHER RESEARCH WITH LATINO/A TEENAGE STUDENTS Cabrero, Magda A.. - 2011 BASE Show details Page: 1 2 3

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