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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 Hits 1 – 12 of 12 1 DISPARITIES IN DISABILITY AMONG ARAB AMERICANS BY NATIVITY STATUS AND IMMIGRANT ARRIVAL COHORT Ajrouch, K; Read, J G; West, J. - : Oxford University Press, 2018 BASE Show details 2 Designing the assessment of a university ESOL course Read, J; Roe, L. - : Routledge, 2011 BASE Show details 3 Recovery of language and reading in post-CVA aphasia: A longitudinal study Read, J.; Welbourne, S.; Sage, K.. - : Elsevier, 2010 BASE Show details 4 Achieving English proficiency for professional registration: The experience of overseas-qualified health professionals in the New Zealand context Read, J; Wette, RJ. - : IELTS Australia and British Council, 2009 In: http://www.ielts.org/pdf/Vol10_Full_report.pdf (2009) BASE Show details 5 Special issue on Aviation English of the Australian Review of Applied Linguistics Read, J; Knoch, U; Cookson, S... In: http://www.nla.gov.au/openpublish/index.php/aral/issue/view/178 (2009) BASE Show details 6 Identifying academic language needs through diagnostic assessment Read, J In: http://dx.doi.org/10.1016/j.jeap.2008.02.001 (2008) Abstract: The increasing linguistic diversity among both international and domestic students in English-medium universities creates new challenges for the institutions in addressing the students' needs in the area of academic literacy. In order to identify students with such needs, a major New Zealand university has implemented the Diagnostic English Language Needs Assessment (DELNA) programme, which is now a requirement for all first-year undergraduate students, regardless of their language background. The results of the assessment are used to guide students to appropriate forms of academic language support where applicable. This article examines the rationale for the assessment programme, which takes account of some specific provisions governing university admission in New Zealand law. Then, drawing on the test validation network by Read and Chapelle [Read, J., & Chapelle, C. A. (2001). A framework for second language vocabulary assessment. Language Testing, 18, 1–32] the article considers in some detail: 1) the way in which DELNA is presented to staff and students of the university, and 2) the procedures for reporting the results. It also considers the criteria by which the programme should be evaluated. URL: https://doi.org/10.1016/j.jeap.2008.02.001 http://hdl.handle.net/2292/15239 BASE Hide details 7 The effects of listening support on the listening performance of EFL learners Chang, AC; Read, J In: http://dx.doi.org/10.2307/40264527 (2006) BASE Show details 8 An investigation of the lexical dimension of the IELTS Speaking Test Read, J; Nation, P. - : IELTS Australia Pty Limited, 2006 BASE Show details 9 Reviews - Assessing Vocabulary Fitzpatrick, Tess; Read, J. In: ELT journal. - Oxford : Oxford University Press 55 (2001) 4, 417 OLC Linguistik Show details 10 Book reviews - Assessing vocabulary Read, J.; Schoonen, Rob In: Language testing. - London : Sage 18 (2001) 1, 118 OLC Linguistik Show details 11 Detection of Fs in a single statement : the role of phonetic recoding Read, J. Don In: Memory & cognition. - Heidelberg [u.a.] : Springer 11 (1983) 4, 390-399 BLLDB Show details 12 Longitudinal tracking of difficult memory retrievals Read, J. Don; Bruce, Darryl In: Cognitive psychology. - Amsterdam : Elsevier 14 (1982) 2, 280-300 BLLDB Show details

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