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Exploratory procedures employed by visually impaired and blind children during joint book reading
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In: ISSN: 1056-263X ; EISSN: 1573-3580 ; Journal of Developmental and Physical Disabilities ; https://hal.archives-ouvertes.fr/hal-01146894 ; Journal of Developmental and Physical Disabilities, Springer Verlag, 2013, pp.151 (2013)
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Early Effects of the Tomatis Listening Method in Children with Attention Deficit
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In: Dissertations & Theses (2013)
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Evaluation des dialogischen Lesens zur Sprachförderung bei Migrantenkindern : Schlussbericht ... : Effects of a dialogic reading intervention on language development in immigrant children ...
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Unknown. - : Univ., FB Psychologie und Sportwissenschaft, Pädagogische Psychologie, 2013
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Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading ...
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РАЗВИТИЕ ЧИТАТЕЛЬСКОЙ КОМПЕТЕНТНОСТИ ЦИФРОВОГО ПОЛЬЗОВАТЕЛЯ ПОСРЕДСТВОМ СОСТАВЛЕНИЯ УЧЕБНОГО ПОЛЬЗОВАТЕЛЬСКОГО СЛОВАРЯ
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Гейхман, Любовь; Ставцева, Ирина. - : Государственное образовательное учреждение высшего профессионального образования Южно-Уральский государственный университет, 2013
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Αναγνωστικές δυσκολίες και Στρατηγικές Ανάγνωσης δίγλωσσων μαθητών του Δημοτικού Σχολείου ...
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О ВОЗМОЖНОСТЯХ ЛИНГВОСТИЛИСТИЧЕСКОГО ЧТЕНИЯ ПРИ АНАЛИЗЕ ХУДОЖЕСТВЕННОГО ПРОИЗВЕДЕНИЯ
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Шмакова, Т.. - : Научно-информационный издательский центр и редакция журнала "Актуальные проблемы гуманитарных и естественных наук", 2013
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| 68 |
The Relationship between Leisure Activity Participation, Language, and Literacy in Adults with Down Syndrome
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| 69 |
Exploring the Relationship Between Orthographic Processing and Word Reading
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| 70 |
Auditory Training and its Effect on the Phonemic Awareness Development of Individuals with Dyslexia Who Have a Deficit in Phonological and Phonemic Awareness
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363278802 (2013)
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Role of Phonological Opacity and Morphological Knowledge in Predicting Reading Skills in School-Age Children
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385484713 (2013)
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| 72 |
Early Effects of the Tomatis Listening Method in Children with Attention Deficit
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In: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1370465056 (2013)
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| 73 |
An Extensive Reading Approach to Teaching English Second Language Reading Comprehension with the American Language Institute at the University of Toledo
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In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1383970960 (2013)
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| 74 |
自我提問策略科學閱讀教學對國小六年級學童科學閱讀提問表現、閱讀理解與閱讀態度之影響 ; The Effects of Self-Questioning Strategy Instruction on Sixth-grade Students’ Science Reading Self-Questioning,Reading Comprehension and Reading Attitude
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Abstract:
本研究旨在探討教導運用自我提問策略進行科學文章閱讀，對國小六年級學童科學閱讀提問表現、閱讀理解與閱讀態度之影響。本研究採不等組前後測及追踪後測的實驗設計，以屏東縣一所國小六年級兩班共45位學生為研究對象，並隨機分派為兩組，實驗組採運用自我提問策略的科學閱讀教學，控制組採一般科學閱讀教學，進行為期十週的教學實驗。研究使用「自我提問問題類型測驗」、「閱讀理解困難篩選測驗」、「國小兒童科學閱讀能力測驗」、「國小高年級閱讀理解測驗」、「科普讀物閱讀量表」及「科學閱讀自我提問教學回饋單」為工具，以了解經過教學後，兩組學童在科學文章的自我提問表現、閱讀理解表現及科普讀物閱讀態度是否有差異，以及實驗組學童對運用自我提問策略的科學閱讀教學之反應。主要研究結果如下：一、教學實驗後，實驗組學童在科學文章「自我提問問題類型測驗」的立即後測與追踪後測表現均顯著優於控制組。二、教學實驗後，實驗組學童在「科學文章閱讀理解測驗」立即後測表現顯著優於控制組，但在追踪後測上兩組學童並無顯著差異。三、教學實驗後，實驗組學童在「科普讀物閱讀態度量表」的立即後測、追踪後測表現，皆顯著低於控制組。四、由課程回饋問卷中可以得知，有超過五成的學童認為使用策略很容易，其容易度順序為第一類及第二類問題、第三類問題、第四類問題；有70%的學童對在科學閱讀中運用自我提問策略是有自信的；超過八成的學童同意運用自我提問策略可幫助自己理解科學文章。 ; The purpose of this study was to explore the effects of self-questioning（SQ）strategy on sixth-grade students’ performance science reading self-questioning, reading comprehension and reading attitude. This study adopted an unequal pre-test, post-test and retention-test experimental design. The subjects were 45 students from two sixth-grade classes in an elementary school in Pingtung County. One class was randomly assigned as the experiment group and the other as the control group. The experiment group received the 10-week instruction on SQ strategies for science reading while the control group received a teacher-centered science reading instruction. Before, right after, and two weeks after the experiment, both groups took the SQ Test, a reading comprehension test, and the Science Attitude Scale. In addition, the experiment group reported about their attitudes toward the strategy and the instruction. The major finding of this study were as follows:1. After the experiment, the experimental group scored significantly higher than the control group students in both the posttest and retention test of the SQ Test.2. After the experiment, the experimental group performered significantly better than the control group in the post-test of reading comprehension of science text, but there was no significant difference between two groups in the retention-test.3. After the experiment, the experimental groupscored significantly lower than the control group in the post-test and retention test of the Science Attitude Scale.4. By the course feedback sheet, there are over half of the students think that the SQ is easy .There were more than 70% of students were confident about using the SQ strategy while reading science text. More than 80% of the students agreed that using SQ strategy can help them understand science text .
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Keyword:
reading comprehension; science reading;strategy instruction;self-questioning;reading attitude; 閱讀態度;閱讀理解;科學閱讀;策略教學;自我提問
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URL: http://140.127.82.166/handle/987654321/14969
http://140.127.82.166/bitstream/987654321/14969/-1/101NPTT0328018-001.pdf
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| 75 |
階層式練習題對英語單字習得的影響 ; Effects of Hierarchy Vocabulary Exercises on English Vocabulary Acquisition
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多層次提問教學融入國語科對國小四年級學童 閱讀理解與閱讀動機之影響 ; The Effects of Multi-level Questioning Instruction on Fourth Graders’ Reading Comprehension and Reading Motivation
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大學生閱讀動機和閱讀策略使用之研究 ; A Study of Motivation and Strategy Use in Reading among EFL College Students
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國小四、六年級學童摘要能力表現之研究 ; Examining the Summarization Skills of 4th and 6th Graders
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Language Day 12 ; 0327-20140925 - Language Day 12 ; Documentation of Ecuadorian Secoya
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The impact of eTextbook audio readings and digital projects on the reading comprehension of elementary students
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In: ETD Collection for Pace University (2013)
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