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The dramatic impact of explicit instruction on learning to read in a new writing system ...
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| 2 |
Impact of Instructional Technology on Student Motivation and Vocabulary Knowledge
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| 3 |
Un laboratoire de la didactique du français langue étrangère : la méthode directe à l’épreuve de l’altérité (1880-1900)
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In: Langue française, N 208, 4, 2020-11-24, pp.63-78 (2020)
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| 4 |
Trends in Teaching Pre-Assignment Preparation Strategies in ASL-English Interpreter Education Programs
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2020)
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| 5 |
Direct EFL Instruction for Gifted Students: A Case Study
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 18, Iss 2, Pp 327-341 (2018) (2018)
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| 6 |
Instructional influences on English language learners' storytelling
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| 7 |
The Effect of Direct and Indirect Written Corrective Feedback on the Acquisition of Rule-Based and Item-Based Linguistic Features
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| 8 |
Using academic coaching to increase the fidelity of implementation of special education educators teaching direct instruction programs
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| 9 |
The Comparative Effect of Direct and Indirect Corrective Feedback in Process-Based Vs. Product-Based Writing Instruction on EFL Learners` Writing Performance
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In: Journal of Applied Linguistics, Vol 9, Iss 19, Pp 84-103 (2016) (2016)
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| 10 |
Ninth grade students' understanding of diffusion and osmosis after participation in direct or inquiry-based lessons : a mixed methods study.
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| 11 |
Educators’ Opinions and Perceptions of the Direct Instruction Program, and its Effectiveness for Educating Students with Autism Spectrum Disorders
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| 12 |
Metaphorical Interpretation: Measuring and Facilitating Growth.
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Abstract:
Abstract A total of 378 grade 9 students participated in this study to address the problem that although metaphorical literacy and thought are expected and necessary for success in junior and senior high school and beyond, metaphorical concepts and thought are not required to be explicitly taught to these students. The students were from 20 different classes from 4 levels: English language learners (ELL), school to work (SSTW), applied, and academic. All were from 7 secondary schools within a board in southern Ontario. Nine classes made up the control group and 11 classes made up the treatment group. All classes were given 3 pretests and the posttest. The treatment group was given Socratic lessons and direct instruction on metaphorical thought and expressions during 1 semester and in conjunction with their other classroom material. The pretest scores (TOLD, Peabody, preproverbs concrete, and preproverbs abstract) did not reveal any effect of gender, but the academic students had higher scores than the applied students. The SSTW student results are more variable: (a) for the TOLD test, SSTW scores were between those of the academic and applied students; (b) for Peabody scores, SSTW students’ scores are the same as academic and are greater than applied; (c) for preproverbs concrete and preproverbs abstract, the SSTW scores are not different from the applied scores. The postproverbs concrete and postproverbs abstract scores for the treatment groups also showed no effect of gender but revealed that all students who received the treatment did better on their post scores. The positive changes of the treatment group illustrate a measured movement from literal understanding to abstract understanding using direct Socratic instruction and proverbs as a medium.
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Keyword:
cognition and learning; cognitive development; direct instruction; literacy and reading; teaching and learning
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URL: http://hdl.handle.net/10464/5503
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| 13 |
The effect of a professional development model on teachers' knowledge, beliefs and instructional practices in teaching early reading
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Scarparolo, Gemma. - : Edith Cowan University, Research Online, Perth, Western Australia, 2014
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In: Theses: Doctorates and Masters (2014)
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| 14 |
Effects of Cooperation Games on Social Interactions of Students with Emotional and Behavioral Disorders
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2014)
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| 15 |
Clever talk : using literature to boost vocabulary through explicit teaching in early childhood
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In: Theses: Doctorates and Masters (2013)
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| 16 |
The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8
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In: Doctoral Dissertations and Projects (2013)
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| 17 |
Beyond the basics with Bakhtin: a dialogical look at Markus Zusak's The Book Thief
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| 18 |
Extra-curricular Undergraduate Research Training: Notes on the Pedagogical Practices Behind the Sydney Undergraduate Journal of Musicology
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In: Journal of University Teaching & Learning Practice (2013)
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| 19 |
Being There: A Grounded-Theory Study of Student Perceptions of Instructor Presence in Online Classes
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In: Educational Administration: Theses, Dissertations, and Student Research (2012)
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| 20 |
The Effects of Fluency Training on Implementation Fidelity of a Reading Intervention Conducted by Paraprofessionals
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In: All Graduate Theses and Dissertations (2009)
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