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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 21 – 40 of 48 21 ADOLESCENTS' CONSTRUCTIVELY RESPONSIVE READING STRATEGY USE IN A CRITICAL INTERNET READING TASK Cho, Byeong-Young. - 2011 BASE Show details 22 A MULTI-METHOD DESIGN TO INVESTIGATE THE ROLES OF READING STRATEGY USE AND READING INTEREST IN COMPREHENSION OF ENGLISH EXPOSITORY TEXTS FOR EIGHTH GRADERS IN THE EFL CONTEXT Lin, Chien-Yu. - 2011 BASE Show details 23 A Comparison of Two Strategies for Teaching Third Graders to Summarize Information Texts Dromsky, Ann. - 2011 BASE Show details 24 Comprehension and Learning from Social Studies Textbook Passages among Elementary School Children in Korea and the United States Huh, Hyejin. - 2011 BASE Show details 25 Does Discussion Make a Difference in Vocabulary Learning From Expository Text Read Alouds? Zelinke, Sarah. - 2011 BASE Show details 26 Validating a Theory-based Model of L2 Reading Comprehension: Relative contributions of content-specific schematic knowledge and L2 vocabulary knowledge to comprehending a science text Oh, Eunjou. - 2010 Abstract: The study explores the question of what explains second language (L2) reading comprehension by proposing a comprehensive theory building on the Construction Integration (CI) model of reading comprehension (Kintsch, 1998) and conducting an experimental study within this theoretical framework. The proposed theory maintains that the construction of a textbase is a function of L2 proficiency and the construction of a situation model is a function of first language (L1) reading competence. The effect of two different types of intervention tapping into each representation system ( textbase and situation model ) is experimentally tested; vocabulary knowledge, conducive to building textbase , and content-specific schematic knowledge, facilitative to building situation model . Two different measures of reading comprehension for both L1 and L2 reading comprehension are used to analyze how different cognitive processes are involved in L2 reading comprehension. Thirty two 9th grade Korean students were given a vocabulary acquisition activity and a content-specific schematic knowledge acquisition activity between a pretest and a posttest on science texts. The findings suggest that the ability to form macropropositions, as measured by a recall task, is a route through which L1 reading competence emerges. Thus, it is an influential factor for L2 reading comprehension. Different patterns in the role of L1 reading competence and L2 proficiency in different treatment conditions provide evidence for a reader constructing a textbase as a function of L2 proficiency and a reader constructing a situation model as a function of L1 reading competence. Three latent variables of textbase , situation model , and L2 reading comprehension were entered in LISREL to conduct structural equation modeling; the indicators of the textbase include the scores of vocabulary knowledge and the scores of listening comprehension (LC) and reading comprehension (RC) in an L2 proficiency measure; the indicators of the situation model include the scores of L1 reading competence and the scores of schematic knowledge; and the indicators of L2 reading comprehension include the scores of the pretests and the posttests. The fit indices of various Structural Equation Modeling (SEM) models of a given text demonstrate the viability of the comprehensive theory of L2 reading comprehension. Keyword: Construction Integration Model; Education; Educational Psychology; English as a Second Language; L1 reading competence; L2 proficiency; L2 reading comprehension; Reading; Schema; vocabulary knowledge URL: http://hdl.handle.net/1903/10859 BASE Hide details 27 STUDYING EPISTEMIC COGNITION IN THE HISTORY CLASSROOM: CASES OF TEACHING AND LEARNING TO THINK HISTORICALLY Maggioni, Liliana. - 2010 BASE Show details 28 Beyond Storytime: Whole Class Interactive Reading Aloud in Kindergarten Christenson, Lea Ann. - 2009 BASE Show details 29 Plagiarism, Textual Borrowing, or Something else?: An L2 Student's Writing-from-sources Tasks Suh, Soo Jung. - 2008 BASE Show details 30 The Relations of Children's Perceived Support for Recreational Reading from Parents and Friends to Their Motivation for Reading Klauda, Susan Lynn Lutz. - 2008 BASE Show details 31 Effectiveness of false correction strategy on science reading comprehension Ghent, Cynthia. - 2008 BASE Show details 32 Reading Beyond the Page: Contextualizing Reading Within the Lives of Avid Readers Nolan-Stinson, Jennifer Anne. - 2008 BASE Show details 33 Middle-School Students Coomprehending, Analyzing, and Evaluating Persuasive Text Leon, Tina Marie. - 2008 BASE Show details 34 The bilingual acquisition of compound words and its relation to reading skills Cheng, Chenxi. - 2008 BASE Show details 35 Strategy Awareness-Raising for Success: Reading Strategy Instruction in the EFL Context Lee, Kyoung Rang. - 2007 BASE Show details 36 How Seventh Grade Readers Who Completed An Intensive Phonics Intervention Program in Sixth Grade Comprehend Informational Text Stein, Sharon Rent. - 2007 BASE Show details 37 Exploring the Interplay Between Fifth-Grade Readers' Knowledge, Interests, and Beliefs and Their Perceptions of the Persuasiveness of Text Palladino, Jessica Vollmerhausen. - 2007 BASE Show details 38 Factors That Motivate Fifth-Grade Students To Read During Sustained Silent Reading (SSR) Newman, Terry Harlowe. - 2007 BASE Show details 39 The Effects of Parent-Led Read-Alouds of Nonfiction Books on First-Graders' Vocabulary Acquisition and Motivation to Read Gibson, Rebecca April. - 2007 BASE Show details 40 Making the Most of Extra Time: The Role of Classroom Factors and Family Socioeconomic Status on Full-Day Kindergartners' Reading Achievement and Academic Engagement Rathbun, Amy Hanley. - 2007 BASE Show details Page: 1 2 3

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