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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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| 14 |
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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| 16 |
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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| 18 |
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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Abstract:
本研究目的在探討實施晨間閱讀活動對於國小二年級學生國字識字量與注音識字量的學習成效，本研究以實驗研究法，研究對象為台南市某國小二年級的學生，有兩個班級共40位學生為研究對象，研究對象進行分組，一組為實驗組，共21人，另一組為控制組，共19人，課程介入時間為109學年度上學期共10週，並於晨間活動時間進行晨間閱讀活動，控制組每週實施一天的晨間閱讀活動，實驗組每週實施三天的晨間閱讀活動，課程實施前、後分別收集40位學生的國字識字量、注音識字量和識字量測驗平台成績，以二因子混合設計變異數分析(mixed design two-way ANOVA)考驗課程介入成效，若交互作用達顯著水準，則以單純主要效果(simple main effect)比較差異性，顯著水準訂為α=.05。結果發現10週的晨間閱讀實施後，國字識字量的交互作用達顯著差異(F=14.03, p<.05)，且實驗組優於控制組(p<.05)；在注音識字量的交互作用達顯著差異(F=5.58, p<.05)，但實驗組和控制組之間未達顯著差異(p>.05)；在識字量測驗平台成績的交互作用達顯著差異(F=4.54, p<.05)，且實驗組優於控制組(p<.05)。結論：為期10週、每週一次的晨間閱讀，對學生的國字識字量、注音識字量和識字量測驗平台成績，均有顯著改善效果，而每週三次的晨間閱讀，更可顯著提升學生的國字識字量和識字量測驗平台成績，但對注音識字量無額外的提升效果。建議國小階段可於晨間實施閱讀活動，培養學生的閱讀興趣和習慣，並增加學生的識字量。 ; The purpose of this study is to explore the effect of morning reading activities on second-grade elementary school students’ Chinese character and phonetic literacy (Bopomofo). The subjects are 40 second graders from two classes in an elementary school in Tainan City. The subjects are divided into an experimental group with 21 students and a control group with 19 students. Morning reading sessions are carried out during the morning activity time over the course of 10 weeks in the first semester of academic year 2020. The control group has morning reading sessions one day per week, while the experimental group has morning reading sessions three days a week. The study collects 40 students’ Chinese character literacy, phonetics literacy, and literacy test results before and after the morning reading project. It then analyzes the effectiveness of the curriculum intervention using mixed design two-way ANOVA. If the interaction effect is significant, the simple main effect is used to compare the differences, with the significance level set as α=.05. The results show that after 10 weeks of morning reading, the interaction effect in Chinese character literacy has a significant difference (F=14.03, p<.05), and the result of the experimental group is better than that of the control group (p<.05); the interaction effect in phonetics literacy has a significant difference (F=5.58, p<.05), but there is no significant difference between the experimental group and the control group (p>.05); the interaction effect in the literacy test results has a significant difference (F =4.54, p<.05), and the result of the experimental group is better than that of the control group (p<.05). Conclusion: Weekly morning reading for 10 weeks significantly improves students' Chinese character literacy, phonetic literacy, and literacy test results. Morning reading three days a week improves students' Chinese character literacy as well as literacy test results even more significantly but has no additional enhancing effect on phonetic literacy. It is recommended that morning reading sessions be implemented in elementary schools to develop students' interest and habit in reading, and to improve students' literacy level.
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Keyword:
morning reading;literacy; 識字量;晨間閱讀
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URL: http://140.127.82.166/bitstream/987654321/21202/1/109NPTU1568008-001.pdf
http://140.127.82.166/handle/987654321/21202
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| 19 |
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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| 20 |
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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