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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 Language Development in the Preschool Classroom: The Moderating Role of Emotional Support ... : Advancing low income English language learners’ vocabulary knowledge in preschool ... Dowling, Rebecca; Sonnenschein, Susan; Baker, Linda. - : Maryland Shared Open Access Repository, 2016 BASE Show details 2 The Role of Picture Perception in Children's Vocabulary Test Garrett, Adia Jasmine. - : University of Maryland, Baltimore County (UMBC), 2008 In: umi-umbc-1265.pdf (2008) Abstract: Before test scores should be used for educational decision-making, it is important to determine the extent to which the test activates processes that are actually related to the skills it purports to measure. This study explored the role that picture perception plays in children's performance on the Word Knowledge subtest of the Gates MacGinitie Reading Test. Research has demonstrated that African American children have scored significantly lower than their European American peers on a receptive picture vocabulary test, but these studies did not use qualitative methods to explore the role picture interpretation plays in performance. To address limitations of previous picture vocabulary research, 128 second grade students from two predominantly African American school districts were randomly assigned to the following test conditions: a) Standard Administration Format. b) Think-Aloud. Students discussed how they selected answers. c) No-picture. Pictures were replaced with verbal definitions. d) Free Response. Students described the picture showed; no response choices were provided. These test conditions addressed three questions: a) Did performance differ as a function of test condition? b) Was syntactic class of the vocabulary items related to performance? c) What processes did children use to select their answers, especially for frequently missed items? Results revealed that overall, thinking aloud and the type of stim ulus (picture versus definition) was not related to performance. However, item-level analyses revealed 9 items in which performance differed based on stimulus type. For children in the standard and think-aloud conditions, performance was better on nouns and verbs than on adjectives, and performance on nouns and verbs was comparable. For the no-picture condition, performance was best on verbs and performance on nouns and adjectives was comparable. Think-alouds and free-responses revealed possible explanations for why students frequently missed some items, such as misinterpreting key elements of the picture, and choosing distracters. There was not sufficient evidence to conclude that the Word Knowledge subtest lacks substantive validity. However, error patterns revealed recommendations for test administration (e.g., use different prompts for each part of speech) and instruction (e.g., monitoring and cognitive flexibility) that could help to minimize errors related to picture perception skills. Keyword: Developmental(0620); Psychology URL: http://server16629.contentdm.oclc.org/u?/ETD,307 BASE Hide details 3 BEGINNING READERS' MOTIVATION FOR READING IN RELATION TO PARENTAL BELIEFS AND HOME READING EXPERIENCES Baker, Linda; Scher, Deborah In: Reading psychology. - Philadelphia, Pa. : Taylor & Francis 23 (2002) 4, 239-270 OLC Linguistik Show details 4 Handbook of reading research ; [1] Johnson, Dale D. (Mitarb.); Baumann, James F. (Mitarb.); Piontkowski, Dorothy (Mitarb.). - Mahwah (N.J.) : Erlbaum, 2002 BLLDB UB Frankfurt Linguistik Show details 5 Home experiences related to the development of word recognition Baker, Linda; Fernandez-Fein, Sylvia; Scher, Deborah... In: Word recognition in beginning literacy (Mahwah, NJ [etc.], 1998), p. 263-288 MPI für Psycholinguistik Show details 6 Rhyme and alliteration sensitivity and relevant experiences among preschoolers from diverse backgrounds Fernandez-Fein, Sylvia; Baker, Linda In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 29 (1997) 3, 433-459 BLLDB Show details 7 Rhyme and Alliteration Sensitivity and Relevant Experiences Among Preschoolers From Diverse Backgrounds Fernandez-Fein, Sylvia; Baker, Linda In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 29 (1997) 3, 433-460 OLC Linguistik Show details 8 Social influences on metacognitive development in reading Baker, Linda In: Reading comprehension difficulties (Mahwah, N.J., 1996), p. 331-352 MPI für Psycholinguistik Show details 9 Sammelaufname (Collective entry) Reutzel, D. Ray (Mitarb.); Oda, Linda K. (Mitarb.); Moore, Blaine H. (Mitarb.)... In: Journal of reading behavior. - Boone, N.C. : NRC 21 (1989) 3, 197-307 BLLDB Show details 10 Evaluating information for truthfulness : the effects of logical subordination Baker, Linda; Wagner, Jody L. In: Memory & cognition. - Heidelberg [u.a.] : Springer 15 (1987) 3, 247-255 BLLDB Show details 11 Evaluating information for truthfulness : the effects of logical subordination Baker, Linda; Wagner, Jody L. In: Memory & cognition. - Heidelberg [u.a.] : Springer 15 (1987) 3, 247-255 BLLDB Show details 12 The role of metacognition in reading and studying Armbruster, Bonnie B.; Brown, Ann L.; Baker, Linda In: Reading comprehension. - Hillsdale, NJ : Erlbaum (1986), 49-75 BLLDB Show details 13 How do we know when we don't understand? : standards for evaluating text comprehension Baker, Linda In: Metacognition, cognition and human performance (Orlando [etc.]), P. 155-206 MPI für Psycholinguistik Show details 14 How do we know when we don't understand? : Standards for evaluating text comprehension Baker, Linda In: Metacognition, cognition, and human performance. Vol. 1. - New York : Academic Press (1985), 155-205 BLLDB Show details 15 Sammelaufnahme (Collective entry) Adams, Marilyn Jager (Mitarb.); Huggins, A. W. F. (Mitarb.); Raphael, Taffy E. (Mitarb.)... In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 20 (1985) 3, 261-384 BLLDB Show details 16 Focus: cognition Rumelhart, David E. (Mitarb.); Baker, Linda (Mitarb.); Brown, Ann L. (Mitarb.)... In: Understanding reading comprehension. - Newark, Del. : International Reading Association (1984), 1-81 BLLDB Show details 17 Spontaneous versus instructed use of multiple standards for evaluating comprehension : effects of age, reading proficiency, and type of standard Baker, Linda In: Journal of experimental child psychology. - Amsterdam : Elsevier 38 (1984) 2, 289-311 BLLDB Show details 18 Processing temporal relationships in simple stories : effects of input sequence Baker, Linda In: Journal of verbal learning and verbal behavior. - New York, NY [u.a.] : Academic Press 17 (1978) 5, 559-572 BLLDB Show details

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