• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Pearson, Paul David (16)
    • Digital Repository at the University of Maryland (14)
    • University of Maryland (College Park, Md.) (14)
    • Shankweiler, Donald P. (12)
    • Liberman, Isabelle Y (9)
    • Tunmer, William E. (9)
    • Curriculum and Instruction (8)
    • Robinson, Richard (8)
    • Snowling, Margaret (8)
    • Carlisle, Joanne F. (7)
    •   more
  • 
    Year
  • 
    Medium
  • 
    Type
  • 
    BLLDB-Access

Search in the Catalogues and Directories

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...3 4 5 6 7 8 9 10 11...104 Hits 121 – 140 of 2.064 121 L' enseignement-apprentissage des langues étrangères à l'heure du CECRL : enjeux, motivation, implication Pineira-Tresmontant, Carmen (Herausgeber); Monnier, Nolwena; Dotras Bravo, Alexia. - Arras : Artois Presses Université, 2015 BLLDB UB Frankfurt Linguistik Show details 122 Verbal protocols in literacy research : nature of global reading development Israel, Susan E.. - London : Routledge, 2015 BLLDB UB Frankfurt Linguistik Show details 123 Computational text analysis and reading comprehension exam complexity : towards automatic text classification Liontou, Trisevgeni. - Frankfurt, M. : Lang-Ed., 2015 BLLDB UB Frankfurt Linguistik Show details 124 Lesen und Lesedidaktik aus linguistischer Perspektive Reißig, Tilo (Hrsg.); Rautenberg, Iris (Hrsg.). - Frankfurt am Main [u.a.] : Lang-Ed., 2015 BLLDB UB Frankfurt Linguistik Show details 125 A graphomorphemic approach to identifying and selecting a set of high utility, stable affixes common to the technical vocabulary of science Nellenbach, Kristin; Zoski, Jennifer; Diamond, Joy... In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 36 (2015) 6, 1441-1457 BLLDB Show details 126 Application of corpus analysis methods to the teaching of advanced English reading and students' textual analysis skills Wang, Haiping; Zheng, Yuanyuan; Cai, Yiyan In: Corpus linguistics in Chinese contexts. - Basingstoke [u.a.] : Palgrave Macmillan (2015), 158-177 BLLDB Show details 127 This text matters: Students' experiences with independent reading Zwillenberg, Jennifer Goulston. - : University of Pennsylvania, 2015 BASE Show details 128 Reading strategies to support home-to-school connections used by teachers of English language learners Mendoza, Socorro. - : University of Phoenix, 2015 BASE Show details 129 Virtual Literature Circles: An Exploration of Teacher Strategies for Implementation Bridges, Melissa J.. - : Piedmont College, 2015 BASE Show details 130 Impact of extensive reading in a Korean EFL university setting: A mixed methods study Suk, Namhee. - : Northern Arizona University, 2015 BASE Show details 131 The Role of the Interruption in Epistolary Young Adult Novels Herzhauser, Betty J.. - : University of South Florida, 2015 BASE Show details 132 Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction Wright, Jill. - : Lindenwood University, 2015 BASE Show details 133 Research on reading strategies: Results from high and low readers, native and non-native English speakers, and male and female students Abdelmalek, Mamdouh Nathan. - : California State University, Los Angeles, 2015 BASE Show details 134 Picturing meaning: The role of picture books in a fourth grade classroom Donohue, Brianne V.. - : The William Paterson University of New Jersey, 2015 BASE Show details 135 Effects of explicit reading comprehension strategy instruction for English learners with specific learning disabilities Jozwik, Sara L.. - : Illinois State University, 2015 Abstract: In this intervention study, I engaged principles of culturally responsive research to examine the effectiveness of explicit reading comprehension strategy instruction for English Learners (ELs) with specific learning disabilities (SLD). This study replicated and extended previous research (Jitendra, Hoppes, & Xin, 2000) by modifying instruction found to be effective for native English speakers (i.e., explicit reading comprehension strategy instruction with a self-monitoring procedure). Modifications included: (a) integrating culturally relevant text, (b) providing native language support, and (c) melding strategies from the fields of teaching English as a second language and special education. Through a co-teaching model, I provided instruction to four participants during a 135-min literacy block in a fifth-grade general education classroom for 13 weeks. A multiple probe across participants design (Gast & Ledford, 2010) evaluated effects of instruction on two dependent variables: (a) participants’ sophistication with applying comprehension thinking strategies while reading, as measured by comprehension thinking strategy rubrics (Keene, 2006) and (b) participants’ comprehension, as measured through percentage accuracy with responding to verbally-posed, researcher-developed literal and inferential comprehension questions. I assessed maintenance of effects for up to 8 weeks after participants exited the intervention. I assessed generalization to on-grade-level text and to a standardized achievement test (Woodcock Johnson Tests of Academic Achievement III-R; Woodcock, McGrew, & Mather, 2001). Additionally, I examined participants’ self-efficacy as readers at pre- and postintervention by collecting information from the Motivation to Read Profile survey and interview (Gambrell, Palmer, Coddling, & Mazzoni, 1996). Finally, I measured participants’ perceptions of the social acceptability of intervention procedures and outcomes through a researcher-developed, 9-item, Likert-scale survey. Results of this study show a functional relation for accuracy with answering literal and inferential comprehension questions and for sophistication with applying comprehension thinking strategies to read instructional-level text. All four participants performed within a similar range on on-grade-level probes as compared to instructional-level probes before and after the intervention. Participants improved or maintained scores on a standardized achievement test. Intervention effects maintained at the end of a 2- to 8-week period at a level above respective baseline performance. Moreover, participants’ attitudes toward reading and their motivation toward reading increased or maintained at high levels. Results from social validation questionnaires showed favorable impressions of the intervention’s procedures and outcomes. Findings are discussed with regard to the need for future research and the implications for practice. Keyword: English as a Second Language|Special education|Reading instruction URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3722749 BASE Hide details 136 Processing formulaic sequences by native and nonnative speakers of English: Evidence from reading aloud Han, Sumi. - : Northern Arizona University, 2015 BASE Show details 137 Elementary Educators’ Perceptions of Practices that Contribute to Literacy Achievement King, Sherry S, Mrs. In: Electronic Theses and Dissertations (2015) BASE Show details 138 Perceptions and Patterns of Reading Strategy Use as Related to Reading Achievement and Learning Contexts of U.S. Hispanic English Learners Mayville, Melissa Tovar. - 2015 BASE Show details 139 Incorporating interactive electronic storybooks into shared reading programs by kindergarten teachers: A multiple case study Yang, Sha In: Theses and Dissertations Available from ProQuest (2015) BASE Show details 140 English language learning kindergartners' dynamic responses to picturebook reading Yi, Jiyoung In: Open Access Dissertations (2015) BASE Show details Page: 1...3 4 5 6 7 8 9 10 11...104

Mobile view All Catalogues UB Frankfurt Linguistik 216 IDS Mannheim 3 OLC Linguistik 245 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 1 Bibliographies BLLDB 1.448 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 584 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0