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The Relationship among EFL Learners' Self-Regulation, Locus of Control, and Preference for Vocabulary Acquisition
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In: Applied Linguistics Research Journal, Vol 2, Iss 1, Pp 12-24 (2018) (2018)
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| 42 |
Profiling writers: analysis of writing dynamics among college students
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In: ISSN: 1556-1623 ; EISSN: 1556-1631 ; Metacognition and Learning ; https://hal.archives-ouvertes.fr/hal-01991784 ; Metacognition and Learning, Springer Verlag, 2017, 12 (2), pp.233-273. ⟨10.1007/s11409-016-9166-6⟩ (2017)
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| 43 |
The analysis of cognitive processes as a tool for translator training ; L'analyse des processus cognitifs comme aide à la formation initiale et au perfectionnement des traducteurs
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In: https://tel.archives-ouvertes.fr/tel-01823032 ; Linguistique. Université Grenoble Alpes, 2017. Français. ⟨NNT : 2017GREAL034⟩ (2017)
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| 44 |
An academic and professional preparatory curriculum design and supplemental academic advisement tool: self-regulation, ethics, and communication for engineering graduate students ...
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| 45 |
Unregulated Space: Text-Messaging Habits as a Predictor of Punctuation Errors in the Academic Writing of College Students
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In: Doctoral Dissertations and Projects (2017)
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| 46 |
DBT-A and Parental Inclusion in Skills Training Groups
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In: Master of Social Work Clinical Research Papers (2017)
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| 47 |
Exploring the Impacts of the Parent-Child Mother Goose Program
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Weber, Natasha. - : University of Alberta. Department of Human Ecology., 2017
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| 48 |
A systematic review of language learner strategy research in the face of self-regulation
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| 49 |
A systematic review of language learner strategy research in the face of self-regulation
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| 50 |
Self-Regulation in the Kindergarten Classroom: Co-Constructing Pedagogical Knowledge
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| 51 |
The formation of secondary linguistic identity in the process of future pharmacists’ individual work ; Формування вторинної мовної особистості майбутніх фармацевтів у процесі самостійної роботи
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In: ScienceRise: Pedagogical Education; № 6 (14) (2017); 14-18 ; 2519-4984 ; 2519-4976 (2017)
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| 52 |
An early years toolbox for assessing early executive function, language, self-regulation, and social development: Validity, reliability, and preliminary norms
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In: Faculty of Social Sciences - Papers (Archive) (2017)
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| 53 |
Classroom Based Mindfulness and its Impact on Peer Relationships
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| 54 |
Classroom Based Mindfulness and its Impact on Peer Relationships
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| 55 |
An Action Research on the Development of Self-regulated Writing Strategies of Turkish EFL Students
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In: Eurasian Journal of Applied Linguistics, Vol 3, Iss 2, Pp 191-204 (2017) (2017)
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| 56 |
A Lattice Model of the Development of Reading Comprehension.
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In: Child development perspectives, vol 10, iss 4 (2016)
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Abstract:
In this article, I present a developmental model of how children learn to comprehend what they read, which builds on current models of reading comprehension and integrates findings from instructional research and evidence-based models of development in early and middle childhood. The lattice model holds that children's developing reading comprehension is a function of the interacting, reciprocal, and bootstrapping effects of developing text-specific, linguistic, and social-cognitive processes, which interact with instruction as child-characteristic-by-instruction (CXI) interaction effects. The processes develop over time and in the context of classroom, home, peer, community, and other influences to affect children's development of proficient reading comprehension. I first describe models of reading comprehension. I then review the basic processes in the model, the role of instruction, and CXI interactions in the context of the lattice model. I then discuss implications for instruction and research.
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Keyword:
Cognition; Developmental & Child Psychology; Instruction; Language; Literacy; Psychology; Reading; Self-regulation
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URL: https://escholarship.org/uc/item/1bv2d04r
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| 57 |
Can grit fix the achievement gap? An investigation of grit's conceptual uniqueness and predictive value in diverse student achievement ...
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Riley, Lynsey W. - : Digital Repository at the University of Maryland, 2016
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| 58 |
Behavioral approach and fear moderates the relationship between insensitive/intrusive parenting and early language development
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| 59 |
Translating evidence-based guidelines to improve feedback practices: the interACT case study
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A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships
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