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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 Hits 1 – 20 of 78 1 Human Ratings of Writing Quality Capture Features of Syntactic Variety and Transformation in Chinese EFL Learners’ Argumentative Writing Xue, Jin; Zheng, Liyan; Tang, Xiaoyi... In: Front Psychol (2021) BASE Show details 2 Improving the Reading Achievement of Language Minority and Disadvantaged Youth At Risk of Academic Failure Iwenofu, Linda. - : University of Toronto, 2021 Abstract: BACKGROUND: Variability in individuals' response to intervention can contribute to smaller intervention effects. Integration of quantitative and qualitative findings can be instrumental in elucidating person-level and broader contextual issues related to differential intervention efficacy and inform overall intervention utility. In order to assess ecological factors implicated in differential response to intervention, three studies were conducted that together comprised a comprehensive program evaluation of the Vocabulary Learning Project, a manualized reading intervention targeting the vocabulary and reading comprehension skills of academically at-risk language-minority and economically disadvantaged high-school aged youth. METHODS: A sequential embedded quasi-experimental mixed methods research design consisting of three distinct yet interrelated phases was used. Across the three research phases, mixed analyses of variance, hierarchical linear regression and multi-case study analyses were conducted to assess intervention effects, factors predictive of outcome gains and contextual factors differentiating outcomes, respectively. RESULTS: Findings from the first two studies indicated that the intervention was differentially effective based on multiple factors at various contextual levels. At the person-level context, pre-intervention language comprehension skills, pre-intervention motivation to read, achievement orientation, academic self-concept and sense of future aspirations were implicated factors. At the intervention program level, investment in positive program outcomes, tutoring group climate and participant resourcefulness were identified factors. Within the peer and family social context, reliance on peers and nature of parental support were differentiating factors. At the broader school, community and cultural context, school perceptions, school and community engagement, as well as youths’ sense of cultural identity were factors that differentiated program effects. Findings from the third, integrative study resulted in the identification of a unifying meta-theme of motivation as a key factor underlying the differential responses to the VLP intervention. CONCLUSIONS: Consideration of the multiple contexts navigated by culturally and linguistically diverse youth is critical for maximizing intervention effects. IMPACT: This study provides multiple insights about opportunities worthy of consideration in optimally designing instructional interventions targeting marginalized youth populations in the Canadian context, and suggests a useful methodological approach for evaluating such programs. ; Ph.D. ; 2021-07-21 00:00:00 Keyword: 0525; at risk; immigrant; intervention; mixed methods; reading comprehension; reading in a second language URL: http://hdl.handle.net/1807/106763 BASE Hide details 3 Patterns and Predictors of Growth in English Language Learners’ Vocabulary, Word Reading and Non-word Reading Fluency: A Longitudinal Perspective Grossman, Shawna Lauren. - : University of Toronto, 2021 BASE Show details 4 THE LINGUISTIC AND READING SKILLS OF ENGLISH LANGUAGE LEARNERS AT-RISK FOR POOR READING COMPREHENSION: PROFILES AND PREDICTORS Fraser, Christie. - 2020 BASE Show details 5 Friendship Across Cultures: Supporting Unaccompanied, International High School Students with Intercultural Friendships Mak, Joyce Yan Lok. - 2020 BASE Show details 6 English phonological specificity predicts early French reading difficulty in emerging bilingual children [<Journal>] Krenca, Klaudia [Verfasser]; Gottardo, Alexandra [Verfasser]; Geva, Esther [Verfasser]. DNB Subject Category Language Show details 7 THE EFFECTS OF PHONOLOGICAL SHORT-TERM MEMORY AND EXECUTIVE WORKING MEMORY ON READING COMPREHENSION IN ELEMENTARY STUDENTS: A LONGITUDINAL STUDY Alavie, Negin. - 2019 BASE Show details 8 Growth Trajectories of Vocabulary and Reading Comprehension in English Language Learners: An examination of cognitive-linguistic and sociocultural factors Safronsky, Emily. - 2018 BASE Show details 9 The Role of Cognitive Functions and Language Proficiency in Arithmetic Achievement: Does L1/L2 Status Matter? Safronsky, Emily. - 2018 BASE Show details 10 Learning novel words by ear or by eye? An advantage for lexical inferencing in listening versus reading narratives in fourth grade [<Journal>] Geva, Esther [Verfasser]; Galili, Kama [Sonstige]; Katzir, Tami [Sonstige]. DNB Subject Category Language Show details 11 Multilingual learners : vocabulary and beyond Geva, Esther; Fraser, Christie In: Developmental perspectives in written language and literacy (Amsterdam, 2017), p. 199-218 MPI für Psycholinguistik Show details 12 Addressing the Lexical Quality Hypothesis and Language Comprehension in First and Second Language Learners O'Connor, Megan. - 2017 BASE Show details 13 L1 and L2 Narrative Development in Emergent Bilinguals Baek, Sun Hwa. - 2016 BASE Show details 14 Phonological and Morphological Skills in Emerging English-Hebrew Bilinguals Gral Azulay, Inbal. - 2015 BASE Show details 15 The Contributions of First and Second Language Skills to Reading Comprehension in English Language Learners Azimi-Bolourian, Mahshid. - 2015 BASE Show details 16 Introduction: The cross-language transfer journey - a guide to the perplexed Geva, Esther In: Written language and literacy. - Amsterdam [u.a.] : Benjamins 17 (2014) 1, 1-15 OLC Linguistik Show details 17 Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners Gottardo, Alexandra; Javier, Christine; Farnia, Fataneh... In: Written language and literacy. - Amsterdam [u.a.] : Benjamins 17 (2014) 1, 62-88 OLC Linguistik Show details 18 Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children Luo, Yang Cathy; Chen, Xi; Geva, Esther In: Written language and literacy. - Amsterdam [u.a.] : Benjamins 17 (2014) 1, 89-115 OLC Linguistik Show details 19 Lexical inference in L2: predictive roles of vocabulary knowledge and reading skill beyond reading comprehension Prior, Anat; Goldina, Anna; Shany, Michal... In: Reading and writing. - New York, NY : Springer Science+Business Media 27 (2014) 8, 1467-1484 OLC Linguistik Show details 20 Growth and predictors of change in English language learners' reading comprehension Farnia, Fataneh; Geva, Esther In: Journal of research in reading. - Leeds : Wiley-Blackwell 36 (2013) 4, 389-421 OLC Linguistik Show details Page: 1 2 3 4

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