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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...27 Hits 41 – 60 of 537 41 Immigrant/Learner, Affiliate, Author, Expert: The Intersections of L2 Writing, Identity, and Computer-Mediated Communication Scheffler, Dani. - 2017 BASE Show details 42 Corpora in language teaching and learning Vyatkina, Nina; Boulton, Alex In: ISSN: 1094-3501 ; Language Learning and Technology ; https://hal.archives-ouvertes.fr/hal-01237582 ; Language Learning and Technology, University of Hawaii, 2017, 21 (3), pp.1 - 8 (2017) BASE Show details 43 Profiles of French poor readers: Underlying difficulties and effects of computerized training programs Kleinsz, Nina; Potocki, Anna; Ecalle, Jean; Magnan, Annie In: ISSN: 1041-6080 ; Learning and Individual Differences ; https://hal.archives-ouvertes.fr/hal-01941560 ; Learning and Individual Differences, Elsevier, 2017, 57, pp.45-57. ⟨10.1016/j.lindif.2017.05.009⟩ (2017) Abstract: International audience ; Three subgroups of poor readers were identified within a sample of French 2nd Graders (n = 258): children with Specific Decoding Difficulty (SDD), children with Specific Comprehension Difficulty (SCD) and children with General Reading Difficulty (GRD). We first compared them on skills related to either decoding or comprehension (or to both reading skills). This analysis showed that although specific underlying difficulties characterized each subgroup (e.g., phonological and decoding difficulties for SDD and vocabulary and monitoring difficulties for SCD), all subgroups showed impaired performance on certain skills (e.g., memory). Second, each subgroup received a computerized training to promote the component of reading for which they initially presented the greatest difficulty (decoding or comprehension). While the decoding training tended to induce more specific improvements in word reading and phonology, the effects of the comprehension training tended instead to be more general. These results are discussed in terms of their pedagogical implications. Keyword: [SCCO]Cognitive science; Computer-assisted instruction; Poor readers' characteristics; Reading comprehension; Reading intervention; Word recognition URL: https://doi.org/10.1016/j.lindif.2017.05.009 https://hal.archives-ouvertes.fr/hal-01941560 BASE Hide details 44 Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning in a Teacher Education Programme Howard, Jocelyn M; Scott, Adèle In: Australian Journal of Teacher Education (2017) BASE Show details 45 Promoting Educational Opportunity and Achievement Through 1:1 iPads Thieman, Gayle Y.; Cevallos, Tatiana In: Education Faculty Publications and Presentations (2017) BASE Show details 46 Digital Equity in Libraries: Understanding the Problem Solving Skills of Adults Castek, Jill; Jacobs, Gloria; Gibbon, Cindy In: Presentations and Publications (2017) BASE Show details 47 Immigrant/Learner, Affiliate, Author, Expert: The Intersections of L2 Writing, Identity, and Computer-Mediated Communication ... Scheffler, Dani. - : Columbia University, 2017 BASE Show details 48 Corrective Feedback in Written Synchronous and Asynchronous Computer-Mediated Communication ... Akbar, Farah Sultana. - : Columbia University, 2017 BASE Show details 49 Using Computer-Assisted Instruction to Decrease Transition Times for Students with Autism Spectrum Disorder Bewley, Kristina A.. - : Digital Commons @ University of South Florida, 2017 In: Graduate Theses and Dissertations (2017) BASE Show details 50 Advancing Digital Skills for Problem Solving in Technology-Rich Environments Castek, Jill; Jacobs, Gloria In: Presentations and Publications (2017) BASE Show details 51 Understanding Our Patrons’ Needs in Order to Thrive Together in a Digital Environment Honisett, Amy; Gibbon, Cindy In: Presentations and Publications (2017) BASE Show details 52 Examining Digital Problem Solving Skills in Libraries to Promote Digital Equity Jacobs, Gloria; Castek, Jill In: Presentations and Publications (2017) BASE Show details 53 From Digital Literacies to Digital Problem Solving: Expanding Technology-rich Learning Opportunities for Adults Frank, Tyler; Castek, Jill In: Presentations and Publications (2017) BASE Show details 54 Developing Sustainable Partnerships to Advance Digital Equity Castek, Jill; Gibbon, Cindy; Jacobs, Gloria In: Presentations and Publications (2017) BASE Show details 55 Examining Adult Learners’ Digital Problem Solving in Libraries Using A Learning Typology Castek, Jill; Honisett, Amy In: Presentations and Publications (2017) BASE Show details 56 Teaching for Digital Equity: Examining Digital Problem Solving in a Public Library Castek, Jill; Jacobs, Gloria In: Presentations and Publications (2017) BASE Show details 57 Research Into Action: Skills Assessment and Training to Support a Digital Equity Action Plan Gibbon, Cindy; Castek, Jill In: Presentations and Publications (2017) BASE Show details 58 Cluster-randomized controlled trial evaluating the effectiveness of computer-assisted intervention delivered by educators for children with speech sound disorders McLeod, Sharynne; Baker, Elise (R20118); McCormack, Jane. - : U.S., American Speech-Language-Hearing Association, 2017 BASE Show details 59 On the Benefits of Multimodal Annotations for Vocabulary Uptake from Reading Boers, Frank; Warren, Paul; Grimshaw, Gina... In: Education Publications (2017) BASE Show details 60 Community of Inquiry Meets Critical Discourse Analysis (CDA): A CDA of Asynchronous Computer-Conference Discourse with Seminary Students in India George, Stephen J. - : University of North Texas, 2017 BASE Show details Page: 1 2 3 4 5 6 7...27

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