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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 Page: 1 2 3 4 5 6 7...47 Hits 41 – 60 of 930 41 The effects of individual differences and linguistic features on reading comprehension of health-related texts ... Ratajczak, Michael. - : Lancaster University, 2020 BASE Show details 42 Sprachbetrachtung im Literaturunterricht? Integration von sprachlichem und literarischem Lernen in der Sekundarstufe II. Eine kritisch-systematische Untersuchung ... Landgraf, Thomas. - : Waxmann, 2020 BASE Show details 43 Effect of digital highlighting on reading comprehension given text-to-speech technology for people with aphasia deVille, Camille Rae In: http://rave.ohiolink.edu/etdc/view?acc_num=miami158629144312354 (2020) BASE Show details 44 Text Difficulty and Bilingual Student Interactions in Informational Book Discussions Kelly, Laura Beth In: i.e.: inquiry in education (2020) BASE Show details 45 Sprachbetrachtung im Literaturunterricht? Integration von sprachlichem und literarischem Lernen in der Sekundarstufe II. Eine kritisch-systematische Untersuchung Landgraf, Thomas. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020 In: Münster ; New York : Waxmann 2020, 282 S. - (Didaktik der deutschen Sprache und Literatur; 3) - (Bern, Universität, Dissertation, 2019) (2020) BASE Show details 46 Gêneros e multimodalidade ; o papel do plano de texto para o ensino da leitura Leal, Audria; Goncalves, Matilde. - 2020 BASE Show details 47 REFLEXÕES SOBRE O ENSINO/APRENDIZAGEM DE LÍNGUA PORTUGUESA NOS CURSOS DE LETRAS: implicações na educação básica Vasconcelos, Francisco Fábio Pinheiro de Vasconcelos In: Revista Virtual Lingu@ Nostr@; v. 7 n. 2 (2020): Ensino de Língua Portuguesa, leitura e produção de texto na educação básica; 178 - 193 ; 2317-2320 (2020) BASE Show details 48 Development of reading competence through multimodal texts ... Domniţeanu Aurelia. - : Zenodo, 2020 BASE Show details 49 Development of reading competence through multimodal texts ... Domniţeanu Aurelia. - : Zenodo, 2020 BASE Show details 50 Book Choice of Emergent Readers: Impacts of Policy and Pedagogy Rountree, Amber Malaine In: Doctoral Dissertations (2020) BASE Show details 51 Explanatory Item Response Modeling of A Reading Comprehension Assessment Park, Sunhi. - : University of Oregon, 2020 Abstract: This dissertation study intended to explore the validity of items by modeling the relationship between the item and person properties and item difficulty a reading comprehension assessment, the Multiple-choice Online Causal Coherence Assessment (MOCCA). This study used explanatory item response modeling (EIRM) which was useful to help explain how the properties were associated with responses to items. Results from the linear logistic test model analysis indicate that the item difficulty was significantly associated with text complexity and story features. An item was more difficult if a text passage in a given item was longer with less familiar and less concrete words in a less familiar topic, and if the passage was not child-centered and/or realistic, having the goal and a main character in the same sentence, implying a goal in the later sentence, and having a goal not met with no positive emotion in the end. Results from the late regression analysis indicate that race/ethnicity represented as white/non-white, socioeconomic status represented as free and reduced meals, special education participation, and EL status were statistically significantly related to the responses on the MOCCA items. English learners among subgroups were unique in that they were assessed on the same reading comprehension assessment as non-ELs. Their different performance was easily ascribed to their limited English language proficiency. To explore whether any items on MOCCA might involve construct-irrelevant factors beyond the language differences between ELs and non-ELs, twelve items were identified with showing different group responses through IRT-based Differential Item Functioning (DIF) analysis. Results indicate that the twelve DIF items did not show particularly distinctive text features compared to no DIF items when they were reviewed by means of text complexity and story features both of which were used as predictors in the LLTM analysis. The findings from DIF analysis served to detect whether a given assessment measured an intended construct equally for all subgroups, and whether there were any items indicative of unexpected behavior on the assessment. The results provided information of the characteristics of items which are related to test validity as well as fairness. ; 2022-08-17 Keyword: Differential Item Functioning; English Learners; Explanatory Item Response Modeling; Reading Comprehension Assessment; Story features; Text difficulty URL: https://scholarsbank.uoregon.edu/xmlui/handle/1794/25703 BASE Hide details 52 DIFFERENTIAL EFFECTS OF DIGITAL VS. PRINT TEXT ON READING COMPREHENSION AND BEHAVIORS IN STUDENTS WITH ADHD Campbell, Lara Nash In: Theses and Dissertations--Curriculum and Instruction (2020) BASE Show details 53 Enseigner/apprendre la prosodie par la lecture à voix haute de textes littéraires Marie-Françoise Bourvon In: Corela, Vol 30 (2020) (2020) BASE Show details 54 Bilingual Children's Talk about Informational Text: Focus on Ideas, Images, and Print Kelly, Laura Beth In: Reading Horizons: A Journal of Literacy and Language Arts (2020) BASE Show details 55 Nas malhas da poesia: oficina de leitura e criação Riche, Rosa Maria Cuba In: Signo; v. 45, n. 83 (2020); 100-110 ; 1982-2014 ; 0101-1812 (2020) BASE Show details 56 Comparing Comprehension of a Long Text Read in Print Book and on Kindle: Where in the Text and When in the Story? Mangen, Anne; Olivier, Gérard; Velay, Jean-Luc In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-02014788 ; Frontiers in Psychology, Frontiers, 2019, ⟨10.3389/fpsyg.2019.00038⟩ (2019) BASE Show details 57 What Makes Reading Difficult? An Investigation of the Contribution of Passage, Task, and Reader Characteristics on Item Difficulty, Using Explanatory Item Response Models Toyama, Yukie. - : eScholarship, University of California, 2019 BASE Show details 58 "A Novel of Character": Towards the Automatic Annotation of Characters in a Large Corpus of French Novels Rabu, Benjamin; Mélanie, Frédérique; Poibeau, Thierry In: PROCEEDINGS OF THE INTERNATIONAL CONFERENCE «CORPUS LINGUISTICS–2019 ; International Conference on Corpus Linguistics 2019 ; https://hal.archives-ouvertes.fr/hal-02265134 ; International Conference on Corpus Linguistics 2019, Jun 2019, Saint Petersbourg, Russia ; https://events.spbu.ru/eventsContent/events/2019/corpora/corp_sborn.pdf (2019) BASE Show details 59 Преподавание русской литературы в китайском университете: из опыта работы ... : Teaching Russian Literature in the Chinese University: by experience ... Болдырева Елена Михайловна. - : Ярославский педагогический вестник, 2019 BASE Show details 60 Text readability and summarisation for non-native reading comprehension ... Xia, Menglin. - : Apollo - University of Cambridge Repository, 2019 BASE Show details Page: 1 2 3 4 5 6 7...47

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