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Hits 1 – 20 of 66
1
Appendix: Training Multilingual Writing Strategies in Higher Education ... : Anhang zu Training Multilingual Writing Strategies in Higher Education ...
Machura, Ina Alexandra
. - : Universitätsbibliothek Gießen, 2022
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2
English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
Kelly, Teresa Marie
;
Thompson, Stephanie
;
Bone, Sheryl
In: Georgia International Conference on Information Literacy (2022)
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3
Home attributes that relate to language and literacy attainments: A systematic review of studies from low- and middle-income countries ...
Nag, Sonali
. - : Open Science Framework, 2021
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4
Caucasian Teachers' and African American Students' Perceptions of Factors that Motivate Low-Socioeconomic African American Students to Read
Anderson, Brittany Keys
In: Doctoral Dissertations and Projects (2021)
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5
Agency and accountability in the academic reading practices of graduate students using English as an additional language
Altalouli, Mahmoud
;
Curry, Mary Jane
(1961 - ). - : University of Rochester, 2021
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6
Extensive Reading Practices in the Arabian Gulf Region
Joel Meniado
In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 222-239 (2021) (2021)
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7
Reading Practices of Communication Professionals in Uruguay: Areas, Genres and Strategies
Damián Díaz
;
Leticia Lorier
;
Mariana Achugar
In: Signum: Estudos da Linguagem, Vol 24, Iss 1, Pp 149-168 (2021) (2021)
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8
Einleitung: Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung
Mackowiak, Katja
;
Beckerle, Christine
;
Gentrup, Sarah
...
In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 7-12 (2020)
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9
Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
Gentrup, Sarah Hrsg.
;
Mackowiak, Katja Hrsg.
;
Beckerle, Christine Hrsg.
. - : Verlag Julius Klinkhardt, 2020. : Bad Heilbrunn, 2020. : pedocs-Dokumentenserver/DIPF, 2020
In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020)
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10
Teachers and Research Practices: Perspectives from English Language Educators in a Philippine University
Tarrayo, Veronico N.
;
Hernandez, Philippe Jose S.
;
Claustro, Judith Ma. Angelica S.
In: Australian Journal of Teacher Education (2020)
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11
Practice makes perfect: Practice engagement theory and the development of adult literacy and numeracy proficiency
Reder, Stephen
;
Gauly, Britta
;
Lechner, Clemens
In: International Review of Education ; 66 ; 2-3 ; 267-288 ; Literacy and numeracy: global and comparative perspectives (2020)
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12
Habilidades lingüísticas en prácticas lectoras interculturales ; Linguistic abilities in intercultural reading practices
Martínez Ezquerro, Aurora
. - : Universidad de Granada, 2020
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13
Bilingualism and Multilingualism in Chinese and Western Philosophy
Pozzo, R
. - : Shanghai Academy of Social Sciences, 2020. : country:CN, 2020. : place:Shanghai, 2020
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14
Habilidades lingüísticas en prácticas lectoras interculturales
Martínez Ezquerro, Aurora
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 34, 2020, pags. 107-123 (2020)
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15
Formação de leitores: movimentos dialógicos e relação de alteridade em réplicas de leitura ; Reader formation: dialogic movements and otherness relationship in reading replicas
Bartho, Viviane Dinês de Oliveira Ribeiro
. - : Biblioteca Digital de Teses e Dissertações da USP, 2019. : Universidade de São Paulo, 2019. : Faculdade de Filosofia, Letras e Ciências Humanas, 2019
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16
EFL literacy development in CLIL settings: an insight into teachers' practices
Ana García Cuadrillero
;
Raquel Fernández Fernández
In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 13, Iss 27 (2019) (2019)
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17
Oral reading: practices and purposes in secondary classrooms
Brooks, Maneka Deanna
;
Frankel, Katherine K.
. - : EMERALD GROUP PUBLISHING LTD, 2018
Abstract:
PURPOSE This paper aims to investigate teacher-initiated whole-group oral reading practices in two ninth-grade reading intervention classrooms and how teachers understood the purposes of those practices. DESIGN/METHODOLOGY/APPROACH In this qualitative cross-case analysis, a literacy-as-social-practice perspective is used to collaboratively analyze ethnographic data (fieldnotes, audio recordings, interviews, artifacts) across two classrooms. FINDINGS Oral reading was a routine instructional reading event in both classrooms. However, the literacy practices that characterized oral reading and teachers’ purposes for using oral reading varied depending on teachers’ pedagogical philosophies, instructional goals and contextual constraints. During oral reading, students’ opportunities to engage in independent meaning making with texts were either absent or secondary to other purposes or goals. PRACTICAL IMPLICATIONS Findings emphasize the significance of understanding both how and why oral reading happens in secondary classrooms. Specifically, they point to the importance of collaborating with teachers to (a) examine their own ideas about the power of oral reading and the institutional factors that shape their existing oral reading practices; (b) investigate the intended and actual outcomes of oral reading for their students and (c) develop other instructional approaches to support students to individually and collaboratively make meaning from texts. ORIGINALITY/VALUE This study falls at the intersection of three under-researched areas of study: the nature of everyday instruction in secondary literacy intervention settings, the persistence of oral reading in secondary school and teachers’ purposes for using oral reading in their instruction. Consequently, it contributes new knowledge that can support educators in creating more equitable instructional environments. ; Accepted manuscript
Keyword:
Adolescent literacy
;
Case study
;
Curriculum and pedagogy
;
Education & educational research
;
Language & linguistics
;
Linguistics
;
Literacy practices
;
Literacy teaching
;
Oral reading
;
Reading aloud
;
Reading intervention
;
Social sciences
URL:
http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000452703100005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=6e74115fe3da270499c3d65c9b17d654
https://hdl.handle.net/2144/39231
https://doi.org/10.1108/ETPC-01-2018-0010
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18
Coming from different directions: A comparison of the eye movements of English L1 and Arabic L1 speakers reading in English and the implementation of an intensive reading intervention programme ...
Oakley, Joan
. - : Publisher unspecified, 2018
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19
Práticas de literacia familiar, competências linguísticas e desempenho em leitura no primeiro ano de escolaridade
Martins, Margarida Alves
;
Salvador, Liliana Ferreira dos Santos
. - : Instituto Superior de Psicologia Aplicada, 2018
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20
Identifying Barriers to Teacher Implementation of Evidence-Based Practices in Middle-School Reading
Fortson, Brenda
In: Dissertations (2018)
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