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Morphological Intervention in Promoting Higher-Order Reading Abilities among College-Level Second Language Learners
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In: Sustainability ; Volume 12 ; Issue 4 (2020)
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122 |
21G.104 Chinese IV (Regular), Spring 2006 ; Chinese IV (Regular)
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123 |
Read Like Me: An Intervention for Struggling Readers
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In: Education Sciences ; Volume 10 ; Issue 3 (2020)
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Fluency: Deep Roots in Reading Instruction
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In: Education Sciences ; Volume 10 ; Issue 6 (2020)
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Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background
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In: Education Sciences ; Volume 10 ; Issue 4 (2020)
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Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019
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In: Education Sciences ; Volume 10 ; Issue 3 (2020)
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PROYECTOS DE LECTURA DE OBRAS LITERARIAS PARA ALUMNOS DE ESPAÑOL COMO LENGUA EXTRANJERA
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In: Tonos Digital; NÚMERO 38 - ENERO 2020 (2020)
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Extensive Reading and Learner Agency : A Case Study ; 多読と学習者エージェンシー:ケース・スタディ
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129 |
The Contributions of Singular and Plural Nouns to Sentence Processing Complexity: Evidence from Reading Time
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130 |
Relationships Among Text Type, Relatability, Students’ Reading Enthusiasm, and Comprehension
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In: Georgia Educational Research Association Conference (2020)
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Abstract:
Traditional English Language Arts instruction relies on the study of classical or canonical texts to teach students critical reading skills. These texts are hailed for their complexity, universal/ timeless themes, and established literary value. Yet, contemporary authors have argued that these texts are often far removed from students’ realities and do not reflect the diversity present in the classroom. Studies have also demonstrated that students find school content boring and irrelevant. This lack of enthusiasm, or display of interest, engagement, and excitement, is concerning to educators, as enthusiasm has been linked to students’ academic success and increased levels of intrinsic motivation. Considering the benefits that developing reading enthusiasm could have for students’ academic performance and the ongoing debate surrounding classroom text selections, this study seeks to investigate if a relationship exists between text type, relatability, and students’ reading enthusiasm and comprehension when using a contemporary adolescent text and older classical text that share similar socio-cultural elements and themes.
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Keyword:
Adolescent Literature; Classical Literature; Education; Reading Comprehension; Reading Enthusiasm; Relatability
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URL: https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1469&context=gera https://digitalcommons.georgiasouthern.edu/gera/2020/2020/52
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131 |
Investigating Reading Behavior and Inference-making in Advanced L2 Reading Comprehension Assessment Tasks
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In: Applied Linguistics and English as a Second Language Dissertations (2020)
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Shared Storybook Reading and the Development of Oral Language Skills ... : Das gemeinsame Lesen von Kinderbüchern und die Entwicklung frühkindlicher Sprachfähigkeiten ...
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Q. Can Knowledge Graphs be used to Answer Boolean Questions? A. It's complicated! ; First Workshop on Insights from Negative Results in NLP
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Vogel, Carl. - : Association for Computational Linguistics, 2020
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Cross-lingual Training for Multiple-Choice Question Answering ; Entrenamiento Croslingüe para Búsqueda de Respuestas de Opción Múltiple
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135 |
Exposure to L2 online text on lexical and reading growth
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Cong-lem, Ngo; Lee, Sy-Ying. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2020
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The role of vocabulary breadth and depth in IELTS academic reading tests
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Chen, Chen. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020
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138 |
Llegir sense llenguatge: els processos fonològics en la lectura d'un autista no verbal
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Estratégias metacognitivas de compreensão leitora em tradução
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Using Machine Learning to Predict Children’s Reading Comprehension from Lexical and Syntactic Features Extracted from Spoken and Written Language
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