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104
Hits 21 – 40 of 2.064
21
Emergent and Early Literacy Opportunities for Children with Visual Impairment With/Without an Additional Disability
Pope, Susan Kay
In: ETD collection for University of Nebraska - Lincoln (2020)
BASE
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22
A Meta-analysis on the Effects of Vocabulary Instruction for English Learners
Xiong, Ellina
. - 2020
BASE
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23
Handbuch Deutschunterricht und Inklusion
Hochstadt, Christiane
(Herausgeber);
Olsen, Ralph
(Herausgeber). - Basel : Beltz, 2019
BLLDB
UB Frankfurt Linguistik
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24
Approximations of disciplinary literacy in English Language Arts: an analysis of high school students' developing understanding of literary analysis
Rabold, Jennifer
. - 2019
BASE
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25
Coping with Text Complexity in the Disciplines: Vulnerable Readers' Close Reading Practices
Buffen, Leslie
. - : eScholarship, University of California, 2019
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26
Strategies ESL Saudi Arabian Graduate Students Use to Learn New Academic Vocabulary Across Domains
Yousef, Dalia Abdullah
In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1554976746592993 (2019)
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27
應用平衡閱讀教學加強國小學童英語學習表現及閱讀態度 ; Implementing Balanced Reading Instruction to Enhance EFL Elementary School Students’ Learning Performances and Reading Attitudes
葉淑芬
;
YEH, SUE-FEN
. - 2019
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28
Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms
Bravo Granström, Monica
. - : Logos Verlag, 2019. : Berlin, 2019. : pedocs-Dokumentenserver/DIPF, 2019
In: Berlin : Logos Verlag 2019, 310 S. - (Zugl.: Weingarten, Univ., Diss., 2018) (2019)
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29
Oats, Peas, Beans, and Early Literacy Skills Grow: A Program Evaluation of Education through Music
Lehman, Laura D.
. - : Alfred University, 2019
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30
A Comparative Analysis of Student Achievement of First Grade Students Using Fundations vs. Heggerty and Words Their Way
Schwartz, Stephen
. - : Lindenwood University, 2019
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31
The Relationship of Reading Instruction Using Comprehension Strategies for Expository Texts to the Academic Achievement of Elementary Students
Weise, Patricia W.
. - : Notre Dame of Maryland University, 2019
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32
Using Vocabulary Matching Curriculum Based Measurement to Monitor the Progress of Students in Science Courses
Cathers, Abigail E.
. - : Southern Illinois University at Edwardsville, 2019
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33
Coping With Text Complexity in the Disciplines: Vulnerable Readers’ Close Reading Practices
Buffen, Leslie
. - : University of California, Berkeley, 2019
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34
The Explicit Integration of Technology During Lesson Planning
Spencer, John W.
. - : University of Pennsylvania, 2019
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35
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
. - : University of California, Berkeley, 2019
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36
The Impact a Growth Mindset Professional Development Has on the Perceptions and Academic Achievement of Fourth Grade Students in Reading in a Rural District
Farrer, Michelle
. - : Concordia University Irvine, 2019
Abstract:
This research investigated the relationship between the implementation of a growth mindset professional development and teacher mindset, student academic achievement, and student perception of intelligence. Fourth grade students (n = 370) and fourth grade teachers (n = 4) from four elementary schools from the Greenfield Union School District in a rural area in California participated in this study. In this mixed methods research project, quantitative and qualitative data were collected and analyzed using an exploratory sequential mixed methods design (Creswell, 2013). For the quantitative analysis, student pre- and post-intervention surveys were analyzed using a paired samples t-test. An analysis of variance (ANOVA) was used to compare the academic achievement in reading of the students in the intervention and the control student groups. A grounded theory approach was used which included three levels of qualitative analysis: (a) open coding, (b) axial coding, and (c) selective coding in order to determine student and teacher themes. The study found that there was a statistically significant difference in student perceptions of intelligence between pre- and post-intervention. Through grounded theory, the study revealed a difference in teacher mindset after the professional development was delivered and teachers had taught explicit growth mindset strategies in their classes. The study also found no significant changes in academic achievement based on pre- and post- academic diagnostic assessments. Results showed an increase of academic achievement but not significant enough to warrant a connection. Further investigation using a longer intervention was suggested to see long term effects of a growth mindset intervention on academics.
Keyword:
Teacher education|Reading instruction|Elementary education
URL:
http://pqdtopen.proquest.com/#viewpdf?dispub=27546361
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37
Emic Views of a Reading Intervention: A Qualitative Case Study of Motivation and Engagement
Erickson, Joy Dangora
. - : University of New Hampshire, 2019
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38
Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms ...
Bravo Granström, Monica
. - : Logos Verlag, 2019
BASE
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39
Oral reading fluency: Predicting outcomes for culturally and linguistically diverse students ...
Mora, Hector Geovanni
. - : University of Utah, 2019
BASE
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40
The Effects of a Systematic Tier 2 Intervention on Kindergartners' Dibels Benchmarks
Abernathy, Richard Kyle
In: Doctoral Dissertations and Projects (2019)
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