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Measuring the Reading-Attention Relationship: Functional Differences in Working Memory Activity During Single Word Decoding in Children With and Without Reading Disorder
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Reading in the Developing Brain ... : From Preliteracy to Fluent Reading ...
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MORPHOLOGICAL AND IDENTITY PRIMING IN WORD LEARNING AND TEXT READING AS A WINDOW INTO THE MENTAL LEXICON
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Lessons learnt developing and deploying grading mechanisms for EiPE code-reading questions in CS1 classes
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Exploration of secondary EFL teachers' and students' perceptions of extensive reading in English and its implementation in Chinese secondary schools: a longitudinal case study
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Percurso desenvolvimental da leitura : o impacto de um programa de intervenção em consciência fonológica - PICF
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The Componential Model of Reading: A Comprehensive Examination of Word Reading in Syrian Refugee Children
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Motivating the unmotivated: A self-study about engaging adolescent readers to read for joy before and during a pandemic
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Neural-based Knowledge Transfer in Natural Language Processing
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Effects of multilinguistic word study instruction on word reading and spelling in the first grade: increasing metalinguistic knowledge as an instructional goal
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An examination of reading, reading development and disorder in a highly transparent orthography: the case of Turkish
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Book choice : a descriptive multiple case study exploring the motivations and practices of secondary English teachers.
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English machine reading comprehension: new approaches to answering multiple-choice questions
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Dzendzik, Daria. - : Dublin City University. School of Computing, 2021. : Dublin City University. ADAPT, 2021
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In: Dzendzik, Daria (2021) English machine reading comprehension: new approaches to answering multiple-choice questions. PhD thesis, Dublin City University. (2021)
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Creole-French co-literacy as a factor of academic success in Reunion ; La Co-alphabétisation créole-français comme facteur de réussite scolaire à la Réunion
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In: https://tel.archives-ouvertes.fr/tel-03597708 ; Linguistique. Université de la Réunion, 2021. Français. ⟨NNT : 2021LARE0035⟩ (2021)
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繪本閱讀教學研究──以國小一年級為對象 ; The Research of Picture Books Teaching Activity : 1st Graders of a Bilingual Flementary School Students as Research Subject
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南臺灣大專生的英文閱讀使用策略、程度及所屬學院關聯性之研究 ; The Relationships Among University Students' Reading Strategies, Proficiency, and Disciplines in Southern Taiwan
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Abstract:
閱讀技巧對於學生解決閱讀困難時是不可或缺的。然而,大部分台灣學生沒有太多的動機主動去閱讀,也因此不太懂得如何在閱讀中使用適合的策略去幫助增進閱讀能力 (Caverly, 1991; Foasberg, 2014)。相較於以往有關閱讀使用策略的文獻,針對台灣大學生閱讀使用策略的相關研究偏少,而本研究目的旨在研究南台灣大學生閱讀使用策略、程度與其所屬學院之間的關聯性。共有231位來自南台灣一所大學不同學院高、中、低成就的學生參與完成閱讀使用策略問卷 (Shang, 2010)。除了問卷調查,同時也執行質化訪談調查以輔助說明量化的研究結果。本研究主要三大發現如下: (1) 大學生普遍最常使用後設認知閱讀策略以幫助增進閱讀理解能力,而其中最常被使用的後設認知策略為利用文中的線索來理解文章。反之,大部分大學生最不常於閱讀時使用認知策略;(2) 大學生英文程度與其使用的閱讀策略有顯著的不同,例如,高成就學生閱讀時常使用認知策略,而低成就學生則在閱讀時常使用後設認知策略;(3) 來自不同學院的大學生所使用的閱讀策略有顯著的不同,例如,來自人文社會學院的大學生閱讀時常使用認知與補償策略、來自商學院的大學生閱讀時最常使用補償策略、以及來自理學院的大學生閱讀時傾向於使用後設認知策略。最後,研究者對於本研究結果歸納出英語閱讀教學以及其未來相關研究的建議,提供英語教師更深入瞭解大學生閱讀使用策略之相關議題,也鼓勵未來針對台灣大學生英語閱讀策略相關研究能做更進一步的探討。 ; Reading skills are indispensable for students to cope with their reading problems, yet most Taiwanese students do not have much motivation for reading, and hence, they are generally not aware of properly using reading strategies to enhance their reading competence (Caverly, 1991; Foasberg, 2014). In the previous literature on reading strategies, few studies have probed into related issues concerning such strategies employed by university students in Taiwan. Accordingly, the present study investigated the relationships among Taiwanese university students’ use of reading strategies, proficiency, and their different disciplines. This research recruited 231 university students from different disciplines in southern Taiwan with high-, mid-, and low-levels of proficiency to understand their reading strategies via questionnaires based on the mixed model of Shang (2010). Interviews were also conducted to obtain qualitative data. Three major findings are as follows: (1) University students use metacognitive strategies the most frequently. For instance, they try to find out clues from the text to help themselves comprehend it. Compared to metacognitive strategies, they apply cognitive strategies the least. (2) University students’ proficiency affects their use of reading strategies. For instance, high-achievers tend to use cognitive strategies. In contrast, low-achievers typically use metacognitive strategies. (3) Different disciplines affect university students’ use of reading strategies. The findings show that students from College of Humanity tend to utilize cognitive and compensation strategies, students from College of Management apply compensation strategies more frequently, and students from College of Science usually employ metacognitive strategies. Finally, pedagogical implications, limitations, and suggestions are provided herein.
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Keyword:
reading strategy use;metacognitive strategy;cognitive strategy;compensation strategy;proficiency;disciplines; 閱讀使用策略;後設認知策略;認知策略;補償策略;英文程度;學院
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URL: http://140.127.82.166/handle/987654321/21005 http://140.127.82.166/bitstream/987654321/21005/1/109NPTU0741005-001.pdf
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晨間閱讀的實施對國小二年級學生識字量學習成效之研究 ; The Effect of Morning Reading on the Literacy Level of Second-Grade Elementary School Students
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大學生對於英語畢業門檻之焦慮與準備策略 ; University Students’ Test Anxiety and Preparatory Strategies for Meeting English Graduation Requirements
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Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2)
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In: Hamburg : Universität 2021, 28 S. - (MEZ Arbeitspapiere; 10) (2021)
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