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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 – 17 of 17 1 Syntactic adaptation and word learning in French and English Swanson, Elizabeth; Frank, Michael C.; Degen, Judith In: Proceedings of the Annual Meeting of the Cognitive Science Society, vol 43, iss 43 (2021) BASE Show details 2 Syntactic adaptation and word learning in adults: replication of Havron et al. (2019) ... Swanson, Elizabeth. - : Open Science Framework, 2021 BASE Show details 3 Syntactic adaptation image norming ... Swanson, Elizabeth. - : Open Science Framework, 2021 BASE Show details 4 Syntactic adaptation audio norming ... Swanson, Elizabeth. - : Open Science Framework, 2021 BASE Show details 5 Syntactic adaptation and word learning in 3- to 5-year-old English-speaking children ... Swanson, Elizabeth. - : Open Science Framework, 2021 BASE Show details 6 Syntactic adaptation and word learning in English-speaking adults ... Swanson, Elizabeth. - : Open Science Framework, 2021 BASE Show details 7 Syntactic adaptation and word learning in French and English ... 43rd Annual Meeting of the Cognitive Science Society 2021; Degen, Judith; Frank, Michael C.. - : Underline Science Inc., 2021 BASE Show details 8 Syntactic adaptation and word learning in French and English ... 43rd Annual Meeting of the Cognitive Science Society 2021; Degen, Judith; Frank, Michael C.. - : Underline Science Inc., 2021 BASE Show details 9 Examining vocabulary, reading comprehension, and content knowledge instruction during fourth grade social studies teaching [<Journal>] Capin, Philip [Verfasser]; Stevens, Elizabeth A. [Verfasser]; Stewart, Alicia A. [Verfasser]. DNB Subject Category Language Show details 10 The impact of tier 1 reading instruction on reading outcomes for students in Grades 4–12: A meta-analysis [<Journal>] Swanson, Elizabeth [Verfasser]; Stevens, Elizabeth A. [Sonstige]; Capin, Philip [Sonstige]. DNB Subject Category Language Show details 11 The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors’ learning and retention of social studies content Reed, Deborah K.; Swanson, Elizabeth; Petscher, Yaacov... In: Reading and writing. - New York, NY : Springer Science+Business Media 27 (2014) 7, 1119-1140 OLC Linguistik Show details 12 The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors’ learning and retention of social studies content Reed, Deborah K.; Swanson, Elizabeth; Petscher, Yaacov; Vaughn, Sharon. - 2013 Abstract: Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students’ ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text reading while blocking on all other instructional elements to determine the relative effects on learning content. Predominantly Spanish–English bilingual twelfth-graders (n = 123) were randomly assigned to either a TRA or SR condition and provided 1 week of high quality instruction in US history. Daily lessons included teaching key terms in the passage, previewing text headings, and conducting comprehension checks. Results of immediate, 1-week delayed, and 1-month delayed assessments of content learning revealed no significant differences between the two groups. Students were also asked to rate the method of reading they believed best helped them understand and remember information. Students in the SR condition more consistently agreed that reading silently was beneficial. Findings suggest low performing adolescents of different linguistic backgrounds can learn content as well when reading appropriately challenging text silently as when the teacher reads the text aloud to them. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4557877/ https://doi.org/10.1007/s11145-013-9478-8 BASE Hide details 13 A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties Swanson, Elizabeth; Vaughn, Sharon; Wanzek, Jeanne... In: Faculty Publications (2011) BASE Show details 14 A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool through Third Graders at Risk for Reading Difficulties Swanson, Elizabeth A.; Wanzek, Jeanne; Petscher, Yaacov. - 2011 BASE Show details 15 Assessment-based instructional coaching provided to reading intervention teachers Denton, Carolyn A.; Swanson, Elizabeth A.; Mathes, Patricia G. In: Reading and writing. - New York, NY : Springer Science+Business Media 20 (2007) 6, 569-590 BLLDB OLC Linguistik Show details 16 The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors' learning and retention of social studies content. Vaughn, Sharon (authoraut); Petscher, Yaacov (authoraut); Swanson, Elizabeth (authoraut). BASE Show details 17 A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Swanson, Elizabeth (authoraut); Wanzek, Jeanne (authoraut); Petscher, Yaacov (authoraut). BASE Show details

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