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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...21 22 23 24 25 Hits 481 – 498 of 498 481 Conditions Affecting the Communication of Controversial Statements in Connected Discourse: Forms of Presentation and the Political Frame of Reference of the Listener Gilkinson, Howard; Paulson, Stanley F.; Sikking, Donald E. In: DTIC AND NTIS (1953) BASE Show details 482 Visual Duration Threshold as a Function of Word Frequency; A Replication King-Ellison, Patricia; Jenkins, James J. In: DTIC AND NTIS (1953) BASE Show details 483 The Effects of the Prestige of the Speaker and Acknowledgment of Opposing Arguments on Auidence Retention and Shift of Opinion Paulson, Stanley F. In: DTIC AND NTIS (1953) BASE Show details 484 STUDIES OF DISTRIBUTED PRACTICE. 7. LEARNING AND RETENTION OF PAIRED NONSENSE SYLLABLES AS A FUNCTION OF INTRALIST SIMILARITY Underwood, Benton J. In: DTIC AND NTIS (1952) BASE Show details 485 STUDIES OF DISTRIBUTED PRACTICE. X. THE INFLUENCE OF INTRALIST SIMILARITY ON LEARNING AND RETENTION OF SERIAL ADJECTIVE LISTS Underwood, Benton J. In: DTIC AND NTIS (1952) BASE Show details 486 STUDIES OF DISTRIBUTED PRACTICE. XI. AN ATTEMPT TO RESOLVE CONFLICTING FACTS ON RETENTION OF SERIAL NONSENSE LISTS Underwood, Benton J. In: DTIC AND NTIS (1952) BASE Show details 487 TIMED PHRASES. Black,John W. In: DTIC AND NTIS (1948) BASE Show details 488 VOICE COMMUNICATION: RETENTION OF IMPROVED INTELLIGIBILITY, II. Hanley,T. D. In: DTIC AND NTIS (1948) BASE Show details 489 VOICE COMMUNICATION: EFFECT OF STRESS CONDITIONS ON SPEAKER INTELLIGIBILITY. Harris,Jane S. In: DTIC AND NTIS (1948) BASE Show details 490 THE EFFECT ON VOCAL FREQUENCY AND INTENSITY OF HEARING SUSTAINED TONES WHILE READING. Black,John W.; Lightfoot,Charles; Mitchell,John In: DTIC AND NTIS (1948) BASE Show details 491 PSYCHOLINGUISTIG SIMILARITIES IN THE ACQUISITION Slobin Dan I; Dan I. Siobin In: http://files.eric.ed.gov/fulltext/ED012015.pdf BASE Show details 492 The COMT Val/Met polymorphism is associated with reading-related skills and consistent patterns of functional neural activation. Landi, Nicole (authoraut); Frost, Stephen J (authoraut); Mencl, W Einar (authoraut). BASE Show details 493 Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2. Lopez, Danielle (authoraut); Kim, Young-Suk (authoraut); Wagner, Richard K (authoraut) BASE Show details 494 Patterns of experience with verbs affect long-term cumulative structural priming. Coyle, Jacqueline M (authoraut); Kaschak, Michael P (authoraut) BASE Show details 495 Dialect variation and reading: is change in nonmainstream American English use related to reading achievement in first and second grades? Terry, Nicole Patton (authoraut); Connor, Carol McDonald (authoraut); Petscher, Yaacov (authoraut); Conlin, Catherine Ross (authoraut) Abstract: In this study, we examined (a) whether children who spoke Nonmainstream American English (NMAE) frequently in school at the beginning of 1st grade increased their use of Mainstream American English (MAE) through the end of 2nd grade, and whether increasing MAE use was associated with (b) language and reading skills and school context and (c) greater gains in reading skills. A longitudinal design was implemented with 49 children who spoke NMAE moderately to strongly. Spoken production of NMAE forms, word reading, and reading comprehension were measured at the beginning, middle, and end of 1st and 2nd grades. Various oral language skills were also measured at the beginning of 1st grade. Results indicate that most children increased their MAE production during 1st grade and maintained these levels in 2nd grade. Increasing MAE use was predicted by children's expressive vocabulary and nonword repetition skills at the beginning of 1st grade. Finally, the more children increased their MAE production, the greater were their reading gains from 1st grade through 2nd grade. The findings extend previous reports of a significant association between NMAE use and specific reading skills among young children and have implications for theory, educational practice, and future research. ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4300521. Keyword: Child; Child Language; Educational Status; Female; Humans; Language Development; Longitudinal Studies; Male; Psycholinguistics; Reading; Social Environment; Verbal Behavior; Verbal Learning; Vocabulary URL: http://purl.flvc.org/fsu/fd/FSU_pmch_22199203 https://doi.org/10.1044/1092-4388(2011/09-0257 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330501/datastream/TN/view/Dialect%20variation%20and%20reading.jpg BASE Hide details 496 Effect of parent-child interaction therapy on the verbalizations of behavior disordered children Mee, Laura Lynn BASE Show details 497 Temporal factors of talk in unconstrained conversation : personal and situational relationships Bein, Monte Francis, 1946- BASE Show details 498 The NLP Meta-model and psychological adjustment Gelinas, Pierre J.. - : University of Alberta. Department of Educational Psychology. BASE Show details Page: 1...21 22 23 24 25

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