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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 4 5 6 7...104 Hits 41 – 60 of 2.064 41 Reading and Deafness: State of the Evidence and Implications for Research and Practice Beverly Trezek; Connie Mayer In: Education Sciences ; Volume 9 ; Issue 3 (2019) BASE Show details 42 Möglichkeiten der Förderung von DaZ-Schüler_innen bei der Arbeit mit Sachtexten im naturwissenschaftlichen Fachunterricht Frey, Katharina. - 2019 BASE Show details 43 Schreibstrategien Studierender beim Verfassen wissenschaftlicher Arbeiten in der L2 Deutsch Schneider, Doris. - 2019 BASE Show details 44 The Feasibility of Language-Literacy Instruction Facilitated by Preschool Classroom Volunteers Schmitt, Jacqueline Grace. - : University of Kansas, 2019 BASE Show details 45 Building from Connection, Care, and Curiosity: Towards A Critically Student-centered Adult English for Speakers of Other Languages Pedagogy Schwab, Emily Rose In: Dissertations available from ProQuest (2019) BASE Show details 46 The efficacy of 4Cs-based reading to foster 21st-century learning competencies David Imamyartha; Siti Masrifatul Fitriyah; Zakiyah Tasnim... In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 2, Pp 175-285 (2019) (2019) BASE Show details 47 Análise de “Ideias para ensinar português para alunos surdos”. Como fica o ensino da leitura? Cristiane Seimetz-Rodrigues; Ana Cláudia De Souza In: Linguarum Arena : Revista do Programa Doutoral em Didáctica de Línguas da Universidade do Porto, Vol 10, Pp 9-22 (2019) (2019) BASE Show details 48 Making reading relevant : the art of connecting Quick, Teri; Zimmer, Melissa; Hocevar, Diane. - New York, NY : Pearson, 2018 BLLDB UB Frankfurt Linguistik Show details 49 Explicit instruction of reading comprehension strategies: Effect on d/Deaf adolescent students’ strategy use and reading comprehension Salehomoum, Maryam. - : eScholarship, University of California, 2018 In: Salehomoum, Maryam. (2018). Explicit instruction of reading comprehension strategies: Effect on d/Deaf adolescent students’ strategy use and reading comprehension. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/7dc409nn (2018) Abstract: Studies of proficient readers have shown that the use of certain strategies (e.g., relating personal background knowledge to text, attending to headings and images, and summarizing) is important for comprehension of challenging texts (Afflerbach, Pearson, & Paris, 2017; Duke et al., 2011; Goldman et al., 2016; Shanahan, Shanahan, & Misischia, 2011). Despite advances in early identification of deafness, early intervention, and years of literacy research, on average, children who are Deaf or Hard of Hearing (DHH) continue to exhibit long-term language and literacy delays (Kyle & Harris, 2010; Ruffin et al., 2013). Many students, hearing and D/deaf, are limited in their use of comprehension and metacognitive strategies (Banner & Wang, 2011; Donne & Rugg, 2015; Morrison et al., 2013; Nickerson 2003, Schirmer, 2003). Although research has shown that explicit instruction can improve students’ use of strategies (Johnson Howell & Luckner, 2003; Palincsar & Brown, 1984), there are few well-designed studies that examine the efficacy of this kind of intervention with adolescents who are DHH (Easterbrooks & Stephenson, 2006; Luckner et al., 2005/2006; Marschark et al., 2009). A multiple baseline case study was therefore developed to examine the effect of 1:1 explicit instruction of targeted strategies for reading comprehension with four DHH high school students. A verbal protocol (think aloud) procedure (Ericsson & Simon, 1980; McGuiness & Ross, 2011) was used to better understand the students’ cognitive processes as they engaged in reading aloud and to instruct students in the effective use of strategies. Data consisted of baseline vs. post-intervention analyses of: (a) type and frequency of strategies used, (b) students’ success in deriving the meaning of unknown words, (c) students’ response accuracy to short answer comprehension questions, and (d) coherence and accuracy of self-constructed written summaries. In addition to the student data, interviews and observations of four participating teachers were conducted to gain insight into existing classroom instructional practices. Results indicate that all students began using new strategies following intervention. Students reported generalization of strategy use across contexts. However, even though some students used quite a variety of strategies, their application of a strategy did not always lead to improved text comprehension. The use of a think aloud procedure was highly valuable in shedding light on factors that challenged comprehension, such as limited vocabulary knowledge and skills. The two non-standardized comprehension measures employed in the study (i.e., short answer comprehension questions and self-constructed written summaries) did not show a clear intervention effect, but results from the standardized Gates McGinitie Reading Tests (MacGinitie, MacGinitie, Maria, Dryer, & Hughes, 2007) indicated improved reading achievement for two students. Overall, findings suggest a promising effect of explicit instruction of strategies. To ensure more robust findings, future studies would need to implement explicit instruction over a longer period of time and/or via increased frequency of instruction. Keyword: adolescent; deaf; Education; literacy; metacognitive; Reading instruction; Special education; strategy; think aloud URL: http://www.escholarship.org/uc/item/7dc409nn BASE Hide details 50 TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT ... McCall, Aundrea. - : Digital Repository at the University of Maryland, 2018 BASE Show details 51 Evaluating the feasibility of a group adapted shared reading emergent literacy intervention for children with ASD Fissel, Schea Nicole, Fissel In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1521551834193803 (2018) BASE Show details 52 Scaffolding the Continua of Biliterate Development in the Spanish Language Immersion Classroom Heston, Dawn M.. - : University of Missouri - Columbia, 2018 BASE Show details 53 An Evaluation of the Use of SIPPS to Improve Early Literacy Outcomes of English Language Learners Bondus, Allison M.. - : California State University, Long Beach, 2018 BASE Show details 54 The Uncommon Learner: The Home Language and Literacy Practices of Children with Autism Fahnrich, Tiah Asare. - : Hofstra University, 2018 BASE Show details 55 Analyzing the Cultural Critical Discourse of Adolescent Authentic Discussions Using Online Booktalks Cereghini, Christina A.. - : University of Arkansas at Little Rock, 2018 BASE Show details 56 Small Group Read Aloud with Nonfiction and Fiction Literature in Preschool Robinson, Ariel. - : University of Missouri - Columbia, 2018 BASE Show details 57 A Study of the Effect of Actively Learn on Secondary Reading Engagement, Reading Comprehension, and Vocabulary Spencer, Tina Rae. - : Lindenwood University, 2018 BASE Show details 58 An Investigation of Read-alouds, Classroom Interactions, and Guided Play as Supports for Vocabulary Learning in Preschool LaGamba, Elizabeth S.. - : University of Pittsburgh, 2018 BASE Show details 59 Dual Language Two-Way Immersion Programs: Exploring Instructional Practices that Promote Literacy Proficiency for Spanish-Speaking English Language Learners Goldman, Sharon Raye. - : The University of North Carolina at Chapel Hill, 2018 BASE Show details 60 The Language of Light: Articulating Tonality in 21st-Century Literacy Education Jorgensen, Heather Fitzgerald. - : The University of Utah, 2018 BASE Show details Page: 1 2 3 4 5 6 7...104

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