Page: 1 2 3 4 5 6 7 8... 39
61 |
Efeito da remediação fonológica em uma criança com altas habilidades/superdotação e dislexia do desenvolvimento
|
|
|
|
BASE
|
|
Show details
|
|
62 |
L2 reading and vocabulary development after a short Study Abroad experience
|
|
|
|
BASE
|
|
Show details
|
|
63 |
A temporal sampling basis for visual processing in developmental dyslexia
|
|
|
|
BASE
|
|
Show details
|
|
64 |
A shift in cloze procedure usage: A new tool for activating ZPD
|
|
|
|
In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 646-656 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
65 |
Lengua extranjera y lectura estética: estudio de la situación actual en las escuelas de Educación Primaria en la Comunidad Autónoma de Andalucía
|
|
|
|
In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 6 (Especial VI), 2020 (Ejemplar dedicado a: Investigación enseñanza de lengua desde una perspectiva global), pags. 254-273 (2020)
|
|
BASE
|
|
Show details
|
|
66 |
Bilingual Children's Talk about Informational Text: Focus on Ideas, Images, and Print
|
|
|
|
In: Reading Horizons: A Journal of Literacy and Language Arts (2020)
|
|
BASE
|
|
Show details
|
|
67 |
The development and empirical substantiation of Japanese pedagogical materials based on kabuki
|
|
|
|
BASE
|
|
Show details
|
|
68 |
Dialogic Reading for Comprehension: effects on children's story retelling - a case report
|
|
|
|
In: Revista CEFAC, Vol 23, Iss 1 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
69 |
Developing HOTS-Based Critical Reading Textbook for Junior High Schools in Ngabang
|
|
|
|
In: Metathesis: Journal of English Language, Literature, and Teaching; Vol 4, No 2 (2020): Metathesis : Journal of English Language, Literature, and Teaching; 205-216 ; 2580-2720 ; 2580-2712 ; 10.31002/metathesis.v4i2 (2020)
|
|
BASE
|
|
Show details
|
|
71 |
Approximations of disciplinary literacy in English Language Arts: an analysis of high school students' developing understanding of literary analysis
|
|
|
|
Abstract:
This study investigated the approximations of disciplinary literacy in high school English Language Arts students’ writing. To study the development of these disciplinary conventions, the portfolios of written literary analyses were examined from fourteen twelfth-grade students over their last two years in high school. The conceptual framework for analysis of data was informed by a developmental approach. Intermediate forms, approximations, or incremental moves students made as they progressed toward the more expert or conventional forms of literary discourse were identified. Analysis focused on macro-characteristics of literary analysis, adapted from the literature on literary studies, rhetoric and composition, and systemic functional linguistics, including Appreciation, Interpretation, Textual Evidence, Warrant, and Response to Literature Genres. Analysis included a cross-case descriptive analysis of macro-characteristic scores on a rubric designed for the study and a cross-case analysis of literary discourse approximations as seen in students’ writing portfolios. Analysis of scores on midterms and finals found that students’ scores increased from Year 1 to Year 2, with Appreciation scores increasing the most. Analysis of literary discourse approximations resulted in several findings: 1) Development in Interpretation was characterized by increasing accuracy of comprehension, logical consistency, and depth of interpretative meaning; 2) Development in Appreciation was characterized by a growing awareness of the role of the author in a literary text; and 3) Response to Literature Genres demonstrated a range of genres, including Character Analysis, Thematic Interpretation, Thematic Analysis, Critical Response, and alternative or hybrid genres. Thematic Analysis is a proposed new genre that differed from the Thematic Interpretation on the elements of subject, audience, and purpose. Additional analysis of student writing portfolios found a growing awareness in many students of the values and beliefs of the academic literary community, or habits of mind of literary disciplinary literacy, including 1) Increased level of familiarity with the audience’s common knowledge in the field, as demonstrated in use of definitions; 2) Understanding of the value of multiple interpretations of literature, as demonstrated in use of graduation resources, such as epistemic hedges or epistemic boosters; and 3) Ability to engage with multiple voices, as demonstrated in instances of intertextuality.
|
|
Keyword:
Disciplinary literacy; English language arts; Literacy instruction; Literary analysis; Literary studies; Reading instruction; Writing development
|
|
URL: https://hdl.handle.net/2144/36008
|
|
BASE
|
|
Hide details
|
|
72 |
Embedded stems as a bootstrapping mechanism for morphological parsing during reading development
|
|
|
|
In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal-amu.archives-ouvertes.fr/hal-02138866 ; Journal of Experimental Child Psychology, Elsevier, 2019, 182, pp.196-210. ⟨10.1016/j.jecp.2019.01.010⟩ (2019)
|
|
BASE
|
|
Show details
|
|
73 |
Orthographic advantage theory: National advantage and disadvantage arising from impacts of spelling complexity
|
|
|
|
In: Knight, BA, Galletly, SA, Gargett, PS, (2019). Orthographic advantage theory: National advantage and disadvantage arising from impacts of spelling complexity. Asia Pacific Journal of Developmental Differences, Vol. 6, No. 1, p. 5-29 (2019)
|
|
BASE
|
|
Show details
|
|
74 |
Let's talk! An interactive intervention to support children language development
|
|
|
|
In: Evangelou, Maria orcid:0000-0002-6728-7160 and Lake, Gillian orcid:0000-0002-4315-1971 (2019) Let's talk! An interactive intervention to support children language development. European Early Childhood Education Research Journal, 27 (2). pp. 221-240. ISSN 1350-293X (2019)
|
|
BASE
|
|
Show details
|
|
75 |
Parental Reflective Functioning and Children’s Emergent Reading Skills: ERP and longitudinal behavioral measures
|
|
|
|
BASE
|
|
Show details
|
|
76 |
Coping with Text Complexity in the Disciplines: Vulnerable Readers' Close Reading Practices
|
|
|
|
BASE
|
|
Show details
|
|
77 |
Remapping the cognitive and neural profiles of children who struggle at school. ...
|
|
|
|
BASE
|
|
Show details
|
|
78 |
Interactive Elaborative Storytelling: Engaging Children as Storytellers to Foster Vocabulary ...
|
|
|
|
BASE
|
|
Show details
|
|
79 |
Strategies ESL Saudi Arabian Graduate Students Use to Learn New Academic Vocabulary Across Domains
|
|
|
|
In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1554976746592993 (2019)
|
|
BASE
|
|
Show details
|
|
80 |
Mehrsprachige Schüler/innen am Ende der 8. Schulstufe: Kompetenzen und familiäres Sprachumfeld
|
|
|
|
In: George, Ann Cathrice [Hrsg.]; Schreiner, Claudia [Hrsg.]; Wiesner, Christian [Hrsg.]; Pointinger, Martin [Hrsg.]; Pacher, Katrin [Hrsg.]: Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven. [1. Auflage]. Münster ; New York : Waxmann 2019, S. 179-198. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
|
|
BASE
|
|
Show details
|
|
Page: 1 2 3 4 5 6 7 8... 39
|
|