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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 – 9 of 9 1 英語聽力策略與學習成效 ; Implementing Listening Strategies in EFL Classrooms 朱惠貞; CHU, HUI-CHEN. - 2022 BASE Show details 2 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) BASE Show details 3 Perceptions and Patterns of Reading Strategy Use as Related to Reading Achievement and Learning Contexts of U.S. Hispanic English Learners Mayville, Melissa Tovar. - 2015 Abstract: In this quantitative secondary analysis of PISA 2009 data, patterns and perceptions of reading strategy use of U.S. Hispanic EL students and how these related to reading achievement scores and learning contexts was investigated. Results of the analysis indicated that U.S. Hispanic ELs cluster into three groups based on reading strategy use frequency and students’ understanding of the value of metacognitive reading strategies. There were significant differences in reading achievement scores between the group that accurately perceived the value of metacognitive strategies and the other two groups. Specifically, students who understood the usefulness of metacognitive reading strategies obtained scores within the PISA level considered to be successful readers, and those who did not understand the value of metacognitive strategies obtained scores within the PISA level considered baseline proficient readers. With regard to learning contexts, findings indicated that positive learning contexts that included student-teacher relationship, teacher expectations and supportive learning practices functionally discriminated between the lowest performing group and the other groups. Additionally, positive student-teacher relationship was predictive of cluster membership in the highest performing group as compared with the lowest performing group. The importance of understanding the value of metacognitive reading strategies and supportive instruction implicate the need for a dedicated source of adolescent literacy funding that is focused on building educator capacity concentrated on culturally responsive reading instruction for adolescent Hispanic ELs. Keyword: culturally responsive; Education; English language learners; learning contexts; metacognitive; policy; Public policy; Reading instruction; strategy use URL: https://hdl.handle.net/1920/9854 BASE Hide details 4 Raising the comprehension skills of Thai tertiary readers of English through strategies-based instruction Akkakoson, Songyut. - : University of Otago, 2011 BASE Show details 5 Metacognitive strategy teaching in the ESL oral classroom: ripple effect on non-target strategy use Lam, Wendy Y. K.. - : Monash University ePress, 2010 BASE Show details 6 The Effect of Teaching Cognitive and Metacognitive Strategies on Reading Comprehension Ability Mohammad Ali Torabi; Elham Gholinia In: Journal of Applied Linguistics, Vol 4, Iss 8, Pp 208-227 (2010) (2010) BASE Show details 7 An evaluation of the effects of teaching students in a resource classroom a self-regulated assignment attack strategy Ness, Bryan, 1976-. - : University of Oregon, 2009 BASE Show details 8 Metacognitive Awareness of Reading Strategies among Iranian EFL Learners in an “Input-poor ” Environment Mohsen Mahdavi; Majid Mehrabi In: http://www.issr-journals.org/links/papers.php?application%3Dpdf%26article%3DIJIAS-14-093-11%26journal%3Dijias BASE Show details 9 Metacognitive Strategy Instruction as a Means to Improve Listening Self- Efficacy among Iranian Undergraduate Learners of English Maryam Rahimirad In: http://www.e-iji.net/dosyalar/iji_2015_1_9.pdf BASE Show details

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