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Developmental Timescale of Rapid Adaptation to Conflicting Cues in Real-Time Sentence Processing
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Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.
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In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018)
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Enacted Reading Comprehension: Using Bodily Movement to Aid the Comprehension of Abstract Text Content
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Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
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In: Child development, vol 87, iss 6 (2016)
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Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School
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Statistical Learning is Related to Early Literacy-Related Skills
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Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade
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Connor, Carol McDonald; Phillips, Beth M.; Kaschak, Michael; Apel, Kenn; Kim, Young-Suk; Al Otaiba, Stephanie; Crowe, Elizabeth C.; Thomas-Tate, Shurita; Johnson, Lakeisha Cooper; Lonigan, Christopher J.. - 2014
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Abstract:
This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4613791/ https://doi.org/10.1007/s10648-014-9267-1
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The Comprehension of Sentences Involving Quantity Information Affects Responses on the Up–Down Axis
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Top-Down and Bottom-Up Contributions to Understanding Sentences Describing Objects in Motion
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