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Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
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In: ISSN: 2515-2459 ; EISSN: 2515-2467 ; Advances in Methods and Practices in Psychological Science ; https://hal-univ-rennes1.archives-ouvertes.fr/hal-02509817 ; Advances in Methods and Practices in Psychological Science, [Thousand Oaks]: [SAGE Publications], 2020, 3 (1), pp.24-52. ⟨10.1177/2515245919900809⟩ (2020)
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Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction
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Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming–decoding fluency
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'Reading First kindergarten classroom instruction and students'' growth in phonological awareness and letter naming–decoding fluency'
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A quantitative and qualitative analysis of the impact of high school marine science curricula and instructional strategies on science literacy of students.
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A SOURCEBOOK ON THE CATHARSIS CONTROVERSY (ARISTOTLE, "POETICS"; GREECE).
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Language Input Intervention Using Visual Feedback: Impact on Adult Words Delivered to at-Risk Bilingual Children
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Early Social Interaction Project for Toddlers with Autism Spectrum Disorder: Effects on Parent Synchronous Language
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RELATIONSHIP BETWEEN FIELD-DEPENDENT AND FIELD-INDEPENDENT COGNITIVE STYLES AND PERSISTENCE AND PERFORMANCE IN AN INSTRUCTIONAL TELEVISION CURRICULUM (LEARNING STYLES, FLORIDA)
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Intergenerational transmission of alcoholism: Environmental and identity variables
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FAMILY LIFE EDUCATION: KNOWLEDGE, ATTITUDES, AND BEHAVIOR AMONG UNDERGRADUATE COLLEGE STUDENTS AT THE UNIVERSITY OF PUERTO RICO
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AN INVESTIGATION OF THE USE OF HUMOR AS A TEACHING STRATEGY IN AMERICAN HISTORY CLASSES
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Vocalizations of Children with Autism Spectrum Disorders Late in the Second Year of Life
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Vocabulary Mediation in the Second Language Classroom: An Exploratory Study
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Abstract:
This mixed-methods study investigated the use of different types of instructional techniques as mediational tools for developing student vocabulary development and retention in the Japanese classroom. The experimental treatment, designed to introduce vocabulary through its components in a more interactive, visual manner, was implemented during regular subject-matter instruction over the course of one semester, covering vocabulary of four chapters from the textbook used in the curriculum. A total of 34 participants were divided into two classes. One class, composed of 19 of the total participants, received three types of explicit instruction using mediation through three different experimental treatments. The remaining 15 participants in the other class were part of the control, receiving no instruction beyond what is typically found in the curriculum. All participants in the experimental treatment class were also given questionnaires for the qualitative portion of the study. Analysis of the data revealed that there was no statistical significance between those participants who received explicit vocabulary instruction and those in the control group. Further, there was no statistical significance found upon analysis of the students' grades in the experimental treatment group across both the posttest and delayed posttest. Results suggest that the length of time given for each type of mediation was not sufficient for participants in the experimental treatment group to focus on the mediational tools being presented to them, whereas students in the control group gradually showed improvement possibly due to consistent use of the same technique for acquiring the vocabulary throughout the four chapters. The study then makes a number of recommendations for future studies using a similar methodology. ; A Dissertation submitted to the School of Teacher Education in partial fulfillment of the Doctor of Philosophy. ; Spring Semester 2016. ; March 31, 2016. ; Explicit Instruction, Mediation, Vocabulary Strategies ; Includes bibliographical references. ; Rebecca Morgan, Professor Directing Dissertation; Brenda Cappuccio, University Representative; Elizabeth Jakubowski, Committee Member; Sherry Southerland, Committee Member.
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Keyword:
Education
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URL: http://purl.flvc.org/fsu/fd/FSU_2016SP_Walter_fsu_0071E_12746 http://diginole.lib.fsu.edu/islandora/object/fsu%3A360472/datastream/TN/view/Vocabulary%20Mediation%20in%20the%20Second%20Language%20Classroom.jpg
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Writing Memory: The Latino Community and Continuity in the Writings of Julia Alvarez, Judith Ortiz Cofer, and Achy Obejas.
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