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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...3 4 5 6 7 8 9 10 11...175 Hits 121 – 140 of 3.487 121 Morphological Intervention in Promoting Higher-Order Reading Abilities among College-Level Second Language Learners Haomin Zhang; Weicheng Zou In: Sustainability ; Volume 12 ; Issue 4 (2020) BASE Show details 122 21G.104 Chinese IV (Regular), Spring 2006 ; Chinese IV (Regular) Wheatley, Julian K.. - 2020 BASE Show details 123 Read Like Me: An Intervention for Struggling Readers Chase Young; Stacey Lagrone; Joyce McCauley In: Education Sciences ; Volume 10 ; Issue 3 (2020) BASE Show details 124 Fluency: Deep Roots in Reading Instruction William H. Rupley; William Dee Nichols; Timothy V. Rasinski... In: Education Sciences ; Volume 10 ; Issue 6 (2020) BASE Show details 125 Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background Yildirim; Cetinkaya; Ates; Kaya; Rasinski In: Education Sciences ; Volume 10 ; Issue 4 (2020) Abstract: This correlational study aimed to explore the relations of background knowledge, automaticity (rate), prosody, and strategy use with reading comprehension (KAPS model of reading comprehension) in the written Turkish language context with 207 fourth grade students. Successful comprehension requires readers to make meaning out of what they read. Our KAPS model of reading comprehension hypothesizes relations of background knowledge, fluency components (rate and prosody), and strategy use with reading comprehension components (literal and deep) in the Turkish language and addresses the direct effects of these predictors on the reading comprehension of fourth grade students. The results showed that, whereas fluency and strategy use made statistically significant contributions to reading comprehension, background knowledge did not. Based on the results, the study affirms the importance of automaticity in word recognition, prosody, and comprehension strategies in contributing to reading comprehension in Turkish and, as such, should be given priority for literacy instruction in Turkish. Keyword: background knowledge; comprehension strategy use; KAPS model; Reading comprehension; reading fluency URL: https://doi.org/10.3390/educsci10040090 BASE Hide details 126 Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019 Hudson; Koh; Moore... In: Education Sciences ; Volume 10 ; Issue 3 (2020) BASE Show details 127 PROYECTOS DE LECTURA DE OBRAS LITERARIAS PARA ALUMNOS DE ESPAÑOL COMO LENGUA EXTRANJERA Antonio María López González In: Tonos Digital; NÚMERO 38 - ENERO 2020 (2020) BASE Show details 128 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 吉澤 清美; Yoshizawa Kiyomi. - : 関西大学外国語学部, 2020 BASE Show details 129 The Contributions of Singular and Plural Nouns to Sentence Processing Complexity: Evidence from Reading Time Kennison, Shelia; Messer, Rachel H.. - : Lesya Ukrainka Eastern European National University, Ukraine, 2020 BASE Show details 130 Relationships Among Text Type, Relatability, Students’ Reading Enthusiasm, and Comprehension Clark, Madhavi T; Nweke, Winifred C In: Georgia Educational Research Association Conference (2020) BASE Show details 131 Investigating Reading Behavior and Inference-making in Advanced L2 Reading Comprehension Assessment Tasks Tywoniw, Rurik In: Applied Linguistics and English as a Second Language Dissertations (2020) BASE Show details 132 Shared Storybook Reading and the Development of Oral Language Skills ... : Das gemeinsame Lesen von Kinderbüchern und die Entwicklung frühkindlicher Sprachfähigkeiten ... Grolig, Lorenz. - : Freie Universität Berlin, 2020 BASE Show details 133 Q. Can Knowledge Graphs be used to Answer Boolean Questions? A. It's complicated! ; First Workshop on Insights from Negative Results in NLP Vogel, Carl. - : Association for Computational Linguistics, 2020 BASE Show details 134 Cross-lingual Training for Multiple-Choice Question Answering ; Entrenamiento Croslingüe para Búsqueda de Respuestas de Opción Múltiple Echegoyen, Guillermo; Rodrigo Yuste, Álvaro; Peñas Padilla, Anselmo. - : Sociedad Española para el Procesamiento del Lenguaje Natural, 2020 BASE Show details 135 Exposure to L2 online text on lexical and reading growth 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 BASE Show details 136 The role of vocabulary breadth and depth in IELTS academic reading tests Chen, Chen. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020 BASE Show details 137 Interactive shared book reading (Noble et al., 2020) Claire Noble (8928604); Thea Cameron-Faulkner (8928607); Andrew Jessop (8928610). - 2020 BASE Show details 138 Llegir sense llenguatge: els processos fonològics en la lectura d'un autista no verbal García Matarredona, Alejandro. - 2020 BASE Show details 139 Estratégias metacognitivas de compreensão leitora em tradução Margarites, Fátima Liseane Ávila. - 2020 BASE Show details 140 Using Machine Learning to Predict Children’s Reading Comprehension from Lexical and Syntactic Features Extracted from Spoken and Written Language Sinclair, Jeanne. - 2020 BASE Show details Page: 1...3 4 5 6 7 8 9 10 11...175

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