| 1 |
The dramatic impact of explicit instruction on learning to read in a new writing system ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Impact of Instructional Technology on Student Motivation and Vocabulary Knowledge
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Un laboratoire de la didactique du français langue étrangère : la méthode directe à l’épreuve de l’altérité (1880-1900)
|
|
|
|
In: Langue française, N 208, 4, 2020-11-24, pp.63-78 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Trends in Teaching Pre-Assignment Preparation Strategies in ASL-English Interpreter Education Programs
|
|
|
|
In: Master's of Arts in Interpreting Studies (MAIS) Theses (2020)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Direct EFL Instruction for Gifted Students: A Case Study
|
|
|
|
In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 18, Iss 2, Pp 327-341 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Instructional influences on English language learners' storytelling
|
|
Ma, Shufeng; Anderson, Richard C.; Lin, Tzu-Jung; Zhang, Jie; Morris, Joshua; Nguyen-Jahiel, Kim Thi; Miller, Brian; Jadallah, May; Scott, Theresa; Sun, Jingjing; Grabow, Kay; Latawiec, Beata; Yi, Sherry. - : Elsevier, 2017
|
|
Abstract:
Click on the DOI link to access the article (may not be free). ; The goal of this study was to evaluate instructional influences on the storytelling of English Language Learners (ELLs). Participants were 210 fifth-grade Spanish-speaking ELLs (mean age = 10.8) from schools serving low-income neighborhoods in the Midwest of the United States. They received a six-week socio-scientific unit involving collaborative group work or direct instruction, or were in control classes that continued regular instruction. In an essay to evaluate mastery of the instructional unit, students from collaborative groups produced significantly longer chains of reasoning (more chains with 5-8 links) than direct instruction students (more chains with 3 or 4 links), while control students were unable to display any extended reasoning. Following the unit, students individually told a story prompted by a wordless picture book to evaluate their oral English proficiency. The stories were coded for several features of basic language production, story completeness, and multi-link causal reasoning. The results indicated that students who received the socio-scientific unit told stories with more complicated syntax than the control students, while no difference in complexity of syntax was observed between students from the two instructional conditions. Stories told by students who had participated in collaborative groups contained significantly more elaboration of essential story elements than the stories produced by direct instruction students or control students. Students who had interacted in collaborative groups also generated significantly longer chains of reasoning (many 5-7 link chains) connecting story events than students in the other two conditions (mostly 1 or 2 link chains). The results suggest collaborative group work may be an effective instructional approach to foster ELLs' communicative competence and causal reasoning. ; Institute of Education Sciences, U.S. Department of Education, through Grant R305A080347.
|
|
Keyword:
Collaborative group work; Communicative competence; Direct instruction; English language learner; Multi-link causal reasoning; Storytelling
|
|
URL: https://doi.org/10.1016/j.learninstruc.2016.12.004
http://hdl.handle.net/10057/13612
|
|
BASE
|
|
Hide details
|
|
|
| 7 |
The Effect of Direct and Indirect Written Corrective Feedback on the Acquisition of Rule-Based and Item-Based Linguistic Features
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Using academic coaching to increase the fidelity of implementation of special education educators teaching direct instruction programs
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
The Comparative Effect of Direct and Indirect Corrective Feedback in Process-Based Vs. Product-Based Writing Instruction on EFL Learners` Writing Performance
|
|
|
|
In: Journal of Applied Linguistics, Vol 9, Iss 19, Pp 84-103 (2016) (2016)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Ninth grade students' understanding of diffusion and osmosis after participation in direct or inquiry-based lessons : a mixed methods study.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Educators’ Opinions and Perceptions of the Direct Instruction Program, and its Effectiveness for Educating Students with Autism Spectrum Disorders
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Metaphorical Interpretation: Measuring and Facilitating Growth.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
The effect of a professional development model on teachers' knowledge, beliefs and instructional practices in teaching early reading
|
|
Scarparolo, Gemma. - : Edith Cowan University, Research Online, Perth, Western Australia, 2014
|
|
In: Theses: Doctorates and Masters (2014)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Effects of Cooperation Games on Social Interactions of Students with Emotional and Behavioral Disorders
|
|
|
|
In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2014)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Clever talk : using literature to boost vocabulary through explicit teaching in early childhood
|
|
|
|
In: Theses: Doctorates and Masters (2013)
|
|
BASE
|
|
Show details
|
|
|
| 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
|
|
|
|
In: Doctoral Dissertations and Projects (2013)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Beyond the basics with Bakhtin: a dialogical look at Markus Zusak's The Book Thief
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Extra-curricular Undergraduate Research Training: Notes on the Pedagogical Practices Behind the Sydney Undergraduate Journal of Musicology
|
|
|
|
In: Journal of University Teaching & Learning Practice (2013)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Being There: A Grounded-Theory Study of Student Perceptions of Instructor Presence in Online Classes
|
|
|
|
In: Educational Administration: Theses, Dissertations, and Student Research (2012)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
The Effects of Fluency Training on Implementation Fidelity of a Reading Intervention Conducted by Paraprofessionals
|
|
|
|
In: All Graduate Theses and Dissertations (2009)
|
|
BASE
|
|
Show details
|
|
|
|
|
