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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 6 7 8...175 Hits 61 – 80 of 3.487 61 The roles of decoding and vocabulary in Chinese reading development: Evidence from a 3‐year longitudinal study Zhou, Xuelian; Yan, Mengge; Sun, Xin. - : Harcourt‐Brace, 2021. : Wiley Periodicals, Inc., 2021 BASE Show details 62 General theoretical framework for assessing reading and designing practices for its teaching ; Marco teórico general para evaluar la lectura y diseñar prácticas para su enseñanza González Santamaria, Virginia; Domínguez Gutiérrez, Ana Belén In: Aula; Vol. 27 (2021); 235-248 ; 2174-0925 ; 0214-3402 ; 10.14201/aula202127 (2021) BASE Show details 63 Development of Reading Comprehension in Bilingual and Monolingual Children : Effects of Language Exposure Papastefanou, Theodora; Powell, Daisy; Marinis, Theodoros In: Languages ; 6 (2021), 4. - 166. - MDPI Publishing. - eISSN 2226-471X (2021) BASE Show details 64 A Reception Study of Machine-Translated Easy Language Text by Individuals with Reading Difficulties Rodriguez Vazquez, Silvia; Bouillon, Pierrette In: 3rd International Conference on Translation, Interpreting and Cognition (ICTIC3) (2021) (2021) BASE Show details 65 Comprensión lectora en L2: Patrones textuales, organizadores gráficos y el uso de la literatura Martul Beltrán, Luis Mª. - : Universitat de Barcelona, 2021 In: TDX (Tesis Doctorals en Xarxa) (2021) BASE Show details 66 Boys-Specific Text-Comprehension Enhancement With Dual Visual-Auditory Text Presentation Among 12–14 Years-Old Students Alvarez-Alonso, Maria Jose; de-la-Peña, Cristina; Ortega, Zaira. - : Frontiers Media, 2021 BASE Show details 67 Is There Any Space for Critical Literacy? English Language Teachers’ Perceptions, Views, and Perceived Challenges Dehdary, N. - : University of Exeter, 2021. : GRADUATE SCHOOL OF EDUCATION, 2021 BASE Show details 68 The lexical basis of second language reading comprehension: From (sub-)lexical knowledge to processing efficiency Alshehri, M G; Zhang, D. - : Wiley / Language Learning Research Club, University of Michigan, 2021 BASE Show details 69 La pandemia y la comprensión y estrategias lectoras en alumnos de quinto de primaria ; The pandemic and reading comprehension and strategies in fifth graders Vázquez González, Esperanza. - : Asociación INFAD, 2021. : Universidad de Extremadura, 2021 BASE Show details 70 Reading comprehension predictors in European Portuguese adults ; Preditores de compreensão de leitura em adultos Europeus Morais, Inês Salomé; Inácio, Filomena; Gonçalves, Fábio. - : Frontiers Media SA, 2021 BASE Show details 71 El desarrollo de las habilidades narrativas en niños: una revisión sistemática de la literatura Restrepo, Gerardo; Yolanda Portilla, Anita; Almanza, Valeria. - : Universidad de Castilla-La Mancha: Colegio Oficial de Logopedas de Castilla-La Mancha, 2021. : Universidad Complutense de Madrid: Facultad de Psicología, 2021 BASE Show details 72 The coverage comprehension model, its importance to pedagogy and research, and threats to the validity with which it is operationalized McLean, Stuart. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021 BASE Show details 73 Text difficulty in extensive reading: Reading comprehension and reading motivation Yang, Ya-Han; Chu, Hsi-Chin; Tseng, Wen-Ta. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021 BASE Show details 74 Reading performance and perceptions of Lao EFL pre-service teachers following a culture of thinking implementation Phonekeo, Say; Macalister, John. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021 BASE Show details 75 Research Investigating Lexical Coverage and Lexical Profiling: What We Know, What We Don’t Know, and What Needs to be Examined Webb, Stuart. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021 BASE Show details 76 Comprensión lectora en L2: Patrones textuales, organizadores gráficos y el uso de la literatura Martul Beltrán, Luis Mª. - : Universitat de Barcelona, 2021 BASE Show details 77 CONVERGENT AND ECOLOGICAL VALIDITY OF THE WOODCOCK JOHNSON PASSAGE COMPREHENSION TEST AND THE WECHSLER INDIVIDUAL ACHIEVEMENT TEST- READING COMPREHENSION SUBTEST Stacy, Maria In: Dissertations (2021) BASE Show details 78 A small but significant effect: lexical prediction in a selfpaced reading study Souza Filho, Neemias Silva de. - : Universidade Federal do Rio Grande do Norte, 2021. : Brasil, 2021. : UFRN, 2021. : PROGRAMA DE PÓS-GRADUAÇÃO EM ESTUDOS DA LINGUAGEM, 2021 BASE Show details 79 O gênero textual conto de animais e a compreensão em leitura : a sequência didática e os gestos didáticos como instrumentos de mediação na educação infantil Queroz, Josiete Cristina Schneider. - 2021 BASE Show details 80 Improving the Reading Achievement of Language Minority and Disadvantaged Youth At Risk of Academic Failure Iwenofu, Linda. - : University of Toronto, 2021 Abstract: BACKGROUND: Variability in individuals' response to intervention can contribute to smaller intervention effects. Integration of quantitative and qualitative findings can be instrumental in elucidating person-level and broader contextual issues related to differential intervention efficacy and inform overall intervention utility. In order to assess ecological factors implicated in differential response to intervention, three studies were conducted that together comprised a comprehensive program evaluation of the Vocabulary Learning Project, a manualized reading intervention targeting the vocabulary and reading comprehension skills of academically at-risk language-minority and economically disadvantaged high-school aged youth. METHODS: A sequential embedded quasi-experimental mixed methods research design consisting of three distinct yet interrelated phases was used. Across the three research phases, mixed analyses of variance, hierarchical linear regression and multi-case study analyses were conducted to assess intervention effects, factors predictive of outcome gains and contextual factors differentiating outcomes, respectively. RESULTS: Findings from the first two studies indicated that the intervention was differentially effective based on multiple factors at various contextual levels. At the person-level context, pre-intervention language comprehension skills, pre-intervention motivation to read, achievement orientation, academic self-concept and sense of future aspirations were implicated factors. At the intervention program level, investment in positive program outcomes, tutoring group climate and participant resourcefulness were identified factors. Within the peer and family social context, reliance on peers and nature of parental support were differentiating factors. At the broader school, community and cultural context, school perceptions, school and community engagement, as well as youths’ sense of cultural identity were factors that differentiated program effects. Findings from the third, integrative study resulted in the identification of a unifying meta-theme of motivation as a key factor underlying the differential responses to the VLP intervention. CONCLUSIONS: Consideration of the multiple contexts navigated by culturally and linguistically diverse youth is critical for maximizing intervention effects. IMPACT: This study provides multiple insights about opportunities worthy of consideration in optimally designing instructional interventions targeting marginalized youth populations in the Canadian context, and suggests a useful methodological approach for evaluating such programs. ; Ph.D. ; 2021-07-21 00:00:00 Keyword: 0525; at risk; immigrant; intervention; mixed methods; reading comprehension; reading in a second language URL: http://hdl.handle.net/1807/106763 BASE Hide details Page: 1 2 3 4 5 6 7 8...175

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