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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 Hits 61 – 80 of 89 61 Examining the Effect of an Overt Transition Intervention on the Reading Development of At-Risk English-Language Learners in First Grade Burns, Darci A., 1967-. - : University of Oregon, 2011 Abstract: xiii, 171 p. : ill. ; Although there is arguably substantial evidence in the literature on what works for students at risk of reading failure, the evidence on effective interventions for English-language learners (ELs) is rather meager. Moreover, there are limited curriculum programs and instructional materials available to support schools in the inclusion of ELs in reading-reform efforts. This study examined the efficacy of a systematic transition intervention designed to increase the early literacy achievement of Spanish-speaking ELs in transitional bilingual programs. The intervention included a set of 12 scripted transition lessons that made explicit for ELs the orthographic, lexical, and syntactic differences between Spanish and English. In addition, the lessons addressed the story content knowledge and vocabulary and academic language necessary to ensure that ELs could access the English literacy curriculum and classroom discourse. Seventy-eight first-grade ELs identified as at risk for reading difficulty were randomly assigned to receive either the transition lessons in the treatment condition or the standard school-based intervention in the control condition. Students in both conditions received 60 thirty-minute sessions of small-group instruction as a supplement to their first-grade core reading program. Instruction in both conditions was explicit and focused on the core reading components (i.e., phonemic awareness, phonics, word work, fluency, vocabulary, and comprehension). Student performance was measured on the following dimensions of early reading: (a) phonemic decoding and word reading, (b) oral reading fluency, (c) vocabulary development, and (d) comprehension. In addition, fidelity of implementation, time devoted to the different literacy components, and feasibility of implementation data were collected during and after the study. A gain-score analysis was employed in this study to compare the effect of the treatment (transition lessons) and control (standard school-based intervention) conditions on scores obtained from the pretest and posttest measures of reading achievement. The results indicated that the difference in gain scores between the treatment and control conditions was not statistically significant on any of the measures utilized in the study. Therefore, the transition intervention did not appear to be more effective than the typical school-based intervention. Findings are discussed in light of current research on improving the academic performance of ELs. ; Committee in charge: Dr. Edward J. Kame‘enui, Chair; Dr. Roland H. Good, III, Member; Dr. Elizabeth Harn, Member; Dr. Doris A. Baker, Member; Dr. Robert R. Davis, Outside Member Keyword: English as a second language; English language -- Study and teaching -- Foreign speakers; English language learners; Explicit and systematic instruction; First grade (Education); Hispanic American students; Reading instruction; Reading intervention URL: http://hdl.handle.net/1794/11540 BASE Hide details 62 Explicit and Differentiated Phonics Instruction as a Tool to Improve Literacy Skills for Children Learning English as a Foreign Language Martínez Martínez, Angélica María In: Gist: Revista Colombiana de Educación Bilingüe, ISSN 1692-5777, Vol 5, 2011, pags. 25-49 (2011) BASE Show details 63 Explicit Vocabulary Instruction in an English Content-Area Course with University Student Teachers: When Comprehensible Input Needs to be Comprehended Serna Dimas, Héctor Manuel In: Gist: Revista Colombiana de Educación Bilingüe, ISSN 1692-5777, Vol 5, 2011, pags. 84-103 (2011) BASE Show details 64 Developing Pragmatic Competence in a Foreign Language Yined Tello Rueda In: Colombian Applied Linguistics Journal, Vol 0, Iss 8, Pp 169-182 (2011) (2011) BASE Show details 65 On the Impacts of Four Collocation Instructional Methods: Web-Based Concordancing vs. Traditional Method, Explicit vs. Implicit Instruction Zaferanieh, Elaheh; Behrooznia, Saeedeh In: Studies in Literature and Language; Vol 3, No 3 (2011): Studies in Literature and Language; 120-126 ; 1923-1563 ; 1923-1555 (2011) BASE Show details 66 Table 4: Anova (B) For Grade Three ... Jahangard, Ali. - : Zenodo, 2010 BASE Show details 67 Brain Journal - Vocabulary Learning As The Predictor Of Third-Grader Efl Learners' Achievement: A Case For Translation ... Jahangard, Ali. - : Zenodo, 2010 BASE Show details 68 Brain Journal - Vocabulary Learning As The Predictor Of Third-Grader Efl Learners' Achievement: A Case For Translation ... Jahangard, Ali. - : Zenodo, 2010 BASE Show details 69 Table 4: Anova (B) For Grade Three ... Jahangard, Ali. - : Zenodo, 2010 BASE Show details 70 The Differential Effects of Corrective Feedback Before and After Explicit Instruction Noda, Kazuyo. - 2010 BASE Show details 71 The role of explicit instruction in the acquisition of the present perfect O papel da instrução explícita na aquisição do presente perfect Ingrid Finger; Fábio de Oliveira Vasques In: Revista Brasileira de Linguística Aplicada, Vol 10, Iss 4, Pp 837-858 (2010) (2010) BASE Show details 72 The Effectiveness of Explicit Individualized Phonemic Awareness Instruction By a Speech-Language Pathologist to Preschool Children With Phonological Speech Disorders Nullman, Susan L. In: FIU Electronic Theses and Dissertations (2009) BASE Show details 73 The role of explicit and implicit instruction in the acquisition of the present perfect by brazilian learners Feiden, Juliana Andrade. - 2009 BASE Show details 74 O papel da instrução - explícita e implícita - no ensino : aprendizagem de locuções verbais em inglês Nascimento, Daniela Moraes do. - 2009 BASE Show details 75 The role of explicit and implicit instruction in the acquisition of the present perfect by brazilian learners Feiden, Juliana Andrade. - 2009 BASE Show details 76 SECOND LANGUAGE ACQUISITION AND LANGUAGE TEACHING Tragant, Elsa; Muñoz, Carmen In: International Journal of English Studies; Vol. 4 No. 1 (2004): Latest developments in language teaching methodology; 197-219 ; International Journal of English Studies; Vol. 4 Núm. 1 (2004): Latest developments in language teaching methodology; 197-219 ; 1989-6131 ; 1578-7044 (2009) BASE Show details 77 The effects of types of question on EFL learners' reading comprehension scores ... Unkn Unknown. - : Temple University. Libraries, 2008 BASE Show details 78 The Effect of Explicit Instruction and Input Flood on Students' Use ofSpanish Discourse Markers on a Simulated Oral Proficiency Interview Hernandez, Todd A In: Spanish Languages and Literatures Research and Publications (2008) BASE Show details 79 Can PowerPoint presentations effectively replace textbooks and blackboards for teaching grammar? Do students find them an effective learning tool Giselle Corbeil In: https://www.calico.org/html/article_663.pdf (2007) BASE Show details 80 A Spelling Error Analysis of Words with Closed Syllables for At-risk Readers Nolan, Susan K. In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178150380 (2007) BASE Show details Page: 1 2 3 4 5

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