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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...10 11 12 13 14 15 16 17 Hits 261 – 280 of 323 261 ESP Instruction: Traditional vs. Eclectic Method in Relation to Reading Comprehension of Iranian Agriculture Students Sima Modirkhameneh; Mir Hosein Kashef In: Journal of Applied Linguistics, Vol 2, Iss 4, Pp 159-193 (2009) (2009) BASE Show details 262 Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process Berkowitz, Megan In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1208900950 (2008) BASE Show details 263 心智繪圖結合摘要教學法與寫作教學法對國小四年級學生閱讀理解與寫作能力之行動研究 ; An Action Research on Integrating Mind Mapping with Summary and Composition Instruction to Fourth Grader’ Reading Comprehension and Writing Ability 莊景益; Chuang Ching-i. - 2008 BASE Show details 264 朗讀與默讀對於不同年級國小學童閱讀理解與閱讀速率的影響之比較 ; The Effects of Oral Reading vs Silent Reading on the Reading Comprehension and Reading Rate of Elementary School Students in Different Grades 羅引宏; Lo Yin-hung. - 2008 BASE Show details 265 Idiom Comprehension In Bilingual And Monolingual Adolescents Fusté-Herrmann, Belinda. - : Digital Commons @ University of South Florida, 2008 In: Graduate Theses and Dissertations (2008) BASE Show details 266 A cognitive processing approach towards defining reading comprehension Weir, Cyril J.; Khalifa, Hanan. - : University of Cambridge, 2008 BASE Show details 267 The assessment of reading comprehension difficulties for reading intervention Woolley, Gary. - : Routledge, 2008 BASE Show details 268 Effectiveness of false correction strategy on science reading comprehension Ghent, Cynthia. - 2008 BASE Show details 269 Meta-Cognitive Strategy Use in Reading Comprehension among Iranian EFL Learners of Varying Levels of Proficiency Sima Modirkhamene; Maryam Bahmani In: Journal of Applied Linguistics, Vol 1, Iss 3, Pp 91-108 (2008) (2008) BASE Show details 270 To what extent does grammar knowledge account for competence in FL reading comprehension in university students? Linde López, Angeles In: Revista española de lingüística aplicada, ISSN 0213-2028, Vol. 21, 2008, pags. 181-200 (2008) BASE Show details 271 The Effect of Semantic Mapping on Reading Comprehension Elmira Taghavi; Karim Sadeghi In: Journal of Applied Linguistics, Vol 1, Iss 3, Pp 204-220 (2008) (2008) BASE Show details 272 分享式閱讀教學對國小一年級學童 認字能力、閱讀流暢度及閱讀理解之影響 ; The effects of sharing reading on the 1st graders’ word recognition reading fluency and reading comprehension 林翠玲; Lin Tsuei-Ling. - 2007 BASE Show details 273 First- to second-language reading comprehension: not transfer, but access Walter, Catherine. - 2007 BASE Show details 274 Testing and Refining the Direct and Inferential Mediation Model of Reading Comprehension Cromley, J.G.; Azevedo, R.. - : American Psychological Association, 2007 BASE Show details 275 Examining the relationship between oral narrative ability and reading comprehension in children with mixed reading disability Westerveld, Marleen Frederike. - : University of Canterbury. Communication Disorders, 2007 Abstract: Oral narrative ability has received increasing attention over the past three decades, and the importance of children's oral narrative skills to academic achievement has been well established. Children with reading disabilities are known to demonstrate difficulties in the ability to produce and comprehend oral narratives (Roth & Spekman, 1986; Snyder & Downey, 1991). However, the nature of the relationship between oral narrative ability and reading comprehension performance in children with reading disability is not clear. The experiments reported in this thesis aim to address this issue. The following questions are asked: 1) Do deficits in oral narrative ability contribute to reading comprehension difficulties? and 2) What is the likely direction of the relationship between aspects of oral narrative ability and reading comprehension performance in children with reading disabilities? Fourteen children (aged between 6;4 and 7;8 at the initial assessment) with mixed reading disability (MRD: i.e., children who demonstrate both word recognition and listening comprehension deficits) participated in the study. Their oral narrative skills were compared to those of their chronological age-matched peers with typical development (TD) and their reading-age-matched peers with typical development (RMTD). The study consisted of three phases: 1) A longitudinal phase in which the children's oral narrative performance was assessed on three occasions over a two-year period; 2) An intervention phase (using a nonequivalent pretest-posttest control group design) in which 10 children participated in an oral narrative intervention program that focused on enhancing children's story structure knowledge; and 3) A follow-up assessment phase conducted eight months post-intervention. Oral narratives were elicited in a personal narrative context and in a story retelling context. Oral narrative production ability was analysed at macrostructure (story quality) and microstructure (morpho-syntax and vocabulary) levels. Oral narrative comprehension was assessed in a fictional story context through questions relating to story structure elements. Reading comprehension performance was assessed using a standardised test of reading ability. The results from the longitudinal study showed that the children with MRD demonstrated inferior oral narrative production and oral narrative comprehension performance compared to their peers with typical reading development at each assessment occasion. When comparing the poor readers' performance to the RMTD group at the third assessment trial, the results suggested that the children with MRD demonstrated a specific deficit in oral narrative comprehension. In contrast, a pattern of delay was observed on the microstructure measures of oral narrative performance. The results from the intervention indicated significant treatment effects with large effect sizes for oral narrative comprehension performance. Despite this improvement in oral narrative comprehension, there was little change in oral narrative production ability, and transfer to reading comprehension was not evident. Although the follow-up assessment indicated sustained improvement in oral narrative comprehension for the children with MRD, accelerated reading comprehension progress was not evident. The findings from the longitudinal case study highlighted the benefits of oral narrative intervention for a child considered at high risk of continuing academic difficulties. This thesis provides evidence of the persistent oral narrative difficulties in children with MRD. The findings also provide support for the importance of narrative structure knowledge to these poor readers' oral narrative comprehension performance. The results demonstrate that oral narrative comprehension ability explains only a small amount of the variance in reading comprehension performance. Rather, the persistent word recognition difficulties of the children with MRD exert the biggest influence on their reading comprehension performance. These results are discussed in terms of current models of reading and language development. Implications for clinical practice are also addressed. Keyword: intervention; oral narrative ability; reading comprehension; reading disability; spontaneous language sampling URL: https://doi.org/10.26021/6314 http://hdl.handle.net/10092/1389 BASE Hide details 276 Content schemata, linguistic simplification, and EFL readers’ comprehension and recall Keshavarz, Mohammad Hossein; Atai, Mahmoud Reza; Ahmadi, Hossein. - : University of Hawaii National Foreign Language Resource Center, 2007. : Center for Language & Technology, 2007 BASE Show details 277 Estudio contrastivo de la elipsis en inglés técnico y literario Jaime Pastor, Asuncion; Mestre, Eva In: Revista de lingüística y lenguas aplicadas, ISSN 1886-2438, Nº. 2, 2007, pags. 37-44 (2007) BASE Show details 278 What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension Gene P. Ouellette In: http://www.psych.yorku.ca/gigi/documents/Ouellette_2006.pdf (2006) BASE Show details 279 A case of exceptional reading accuracy in a child with Down syndrome: underlying skills and the relation to reading comprehension Groen, Margriet A.; Laws, Glynis Laws; Nation, Kate. - 2006 BASE Show details 280 Using inferences strategically: Enhancing the reading comprehension ability of delayed readers Woolley, Gary. - : Australian Association of Special Education, 2006 BASE Show details Page: 1...10 11 12 13 14 15 16 17

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