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Less Direct, More Analytical: Eye-Movement Measures of L2 Idiom Reading
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In: Languages; Volume 7; Issue 2; Pages: 91 (2022)
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42 |
Diagnostic Assessment of Academic Reading: Peeping into Students’ Annotated Texts
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In: Languages; Volume 7; Issue 2; Pages: 84 (2022)
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43 |
Direct and Indirect Effects of Blood Levels of Omega-3 and Omega-6 Fatty Acids on Reading and Writing (Dis)Abilities
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In: Brain Sciences; Volume 12; Issue 2; Pages: 169 (2022)
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44 |
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
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In: Languages; Volume 7; Issue 1; Pages: 51 (2022)
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45 |
Evidence from ERP and Eye Movements as Markers of Language Dysfunction in Dyslexia
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In: Brain Sciences; Volume 12; Issue 1; Pages: 73 (2022)
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46 |
Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use
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In: Languages; Volume 7; Issue 2; Pages: 71 (2022)
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Abstract:
In U.S. K-12 schools, adequate education of English language learner (EL) students, particularly to support their attainment of English language and literacy skills, has attracted heightened attention. The increased academic rigor as well as sophisticated disciplinary language demands embodied in current academic content standards have posed considerable challenges to EL students. To address students’ needs, the present study utilized formative assessment as a means to support the teaching and learning of academic reading skills for EL students. We also endeavored to test our underlying assumption that sound assessment tools would facilitate effective formative assessment processes. In this study, we devised a technology-based assessment tool considering the increasing use of technology in K-12 schools. As a small-scale, exploratory study, we examined the usability and validity of the tool for formative purposes with three ESL teachers and their students (62 EL students) from secondary schools. The results indicated that the tool had the potential to extend teachers’ and students’ formative assessment practices in principled ways. However, we also found some teachers’ misconceptions about the tool’s purpose and their limited implementation skills to utilize the tool for formative assessment purposes. Implications for practice and further research are discussed.
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Keyword:
academic reading skills; classroom assessment; English language learners; formative assessment; technology-based language assessment; validity
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URL: https://doi.org/10.3390/languages7020071
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47 |
シノロジーの方法論を生かした青木正児の支那学研究 : 狩野直喜の方法論との相違に触れて ; Aoki Masaru's Chinese Studies based on the method of European Sinology : Also on the Differences with Kano Naoki’s method
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48 |
Matching EFL learners with appropriate levels of reading materials : Backing for using Extensive Reading Placement/Progress Test ; EFL学習者の言語能力レベルに適した多読マテリアル : EPERテストの妥当性研究
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49 |
SOME WAYS OF LEXICAL AND GRAMMATICAL TRANSFORMATION OF THE TEXT WHEN SUMMARIZING ...
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50 |
Engaging Disinterested Adolescent Readers in the Middle School Classroom
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In: Culminating Experience Projects (2022)
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51 |
English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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52 |
Writing and Linguistics News
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In: Writing & Linguistics News (2022)
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FOSTERING STUDENTS INTERACTION IN ESL CLASSROOMS: AN EMPHASIS ON LEARNING TO COMMUNICATE THROUGH IN TARGET LEARNING ...
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54 |
The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
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56 |
The validity of multiple reading passages as documentation of speech disfluency
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57 |
Are Older Adults More Risky Readers? Evidence From Meta-Analysis
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In: Psychol Aging (2022)
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58 |
The Invisibility Aspect in Language Acquisition Among Native American ELLs
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In: Thinking Matters Symposium (2022)
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Eye-tracking L2 students taking online multiple-choice reading tests: benefits and challenges
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Lessons learnt developing and deploying grading mechanisms for EiPE code-reading questions in CS1 classes
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