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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 – 14 of 14 1 Reading Analyses with Chilean Children Cubillos Guzman, Montserrat. - 2021 BASE Show details 2 TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT McCall, Aundrea. - 2018 BASE Show details 3 Prompting Rural Students' Use of Prior Knowledge and Experience to Support Comprehension of Unfamiliar Content Hattan, Courtney. - 2018 BASE Show details 4 BEYOND BENCHMARKS: ELEMENTARY EDUCATION PRESERVICE TEACHERS’ VISIONS FOR USING DIVERSE FAMILY LITERACY PRACTICES TO GUIDE CLASSROOM READING INSTRUCTION Albro, Jennifer. - 2017 BASE Show details 5 EIGHTH-GRADERS’ READING COMPREHENSION OF INFORMATIONAL TEXTS AND LITERARY TEXTS IN THE 2009 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS YOU, WEI. - 2016 BASE Show details 6 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 7 EXAMINING TRANS-SYMBOLIC AND SYMBOL-SPECIFIC PROCESSES IN POETRY AND PAINTING Loughlin, Sandra. - 2013 BASE Show details 8 INSTRUCTIONAL BEHAVIORS AND STUDENT READING OUTCOMES IN A SCRIPTED TIER 2 INTERVENTION FOR FOURTH GRADE STRUGGLING READERS Montanaro, Elizabeth Ann. - 2012 BASE Show details 9 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 10 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 11 ADOLESCENTS' CONSTRUCTIVELY RESPONSIVE READING STRATEGY USE IN A CRITICAL INTERNET READING TASK Cho, Byeong-Young. - 2011 BASE Show details 12 A Comparison of Two Strategies for Teaching Third Graders to Summarize Information Texts Dromsky, Ann. - 2011 BASE Show details 13 Comprehension and Learning from Social Studies Textbook Passages among Elementary School Children in Korea and the United States Huh, Hyejin. - 2011 BASE Show details 14 Does Discussion Make a Difference in Vocabulary Learning From Expository Text Read Alouds? Zelinke, Sarah. - 2011 Abstract: Title of dissertation: DOES DISCUSSION MAKE A DIFFERENCE IN VOCABULARY LEARNING FROM EXPOSITORY TEXT READ ALOUDS? Sarah Beall Zelinke, Doctor of Philosophy, 2011 Dissertation directed by: Dr. Mariam Jean Dreher Department of Curriculum & Instruction University of Maryland, College Park This study investigated the effects of discussion on vocabulary learning from expository text read alouds. This study used a pre-/post within-subjects design to investigate whether discussion contributed to improved vocabulary knowledge from expository text read alouds and whether the placement of discussion makes a difference in vocabulary learning. Fifty-five second-grade students participated in a total of six read aloud sessions. There were two sessions for each of three expository texts. Intact classrooms were randomly assigned to condition by book. All participants experienced each of three discussion conditions, which varied by book. For the Discussion During (DD) condition, students experienced discussion of target vocabulary words during the read aloud sessions. For the Discussion After (DA) condition, students experienced discussion of target vocabulary words after the read aloud sessions. For the No Discussion (ND) condition, students listened to an expository text read aloud without discussing the text at all. An expressive vocabulary measure was used to examine growth in vocabulary knowledge. For each book, no difference was found for the ND condition. However, statistically significant treatment effects, with large effect sizes, were found for both the DA and DD conditions, indicating that discussion contributed to greater growth in vocabulary knowledge than no discussion. Post-hoc tests revealed that for one book, the DA condition led to significantly greater vocabulary growth than the DD condition. However, for the other two books there was no difference between the DD and DA conditions. These findings indicate that discussion of vocabulary words is an important factor in vocabulary learning. Keyword: Reading instruction URL: http://hdl.handle.net/1903/12308 BASE Hide details

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