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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 – 14 of 14 1 Reading Analyses with Chilean Children Cubillos Guzman, Montserrat. - 2021 BASE Show details 2 TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT McCall, Aundrea. - 2018 BASE Show details 3 Prompting Rural Students' Use of Prior Knowledge and Experience to Support Comprehension of Unfamiliar Content Hattan, Courtney. - 2018 BASE Show details 4 BEYOND BENCHMARKS: ELEMENTARY EDUCATION PRESERVICE TEACHERS’ VISIONS FOR USING DIVERSE FAMILY LITERACY PRACTICES TO GUIDE CLASSROOM READING INSTRUCTION Albro, Jennifer. - 2017 BASE Show details 5 EIGHTH-GRADERS’ READING COMPREHENSION OF INFORMATIONAL TEXTS AND LITERARY TEXTS IN THE 2009 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS YOU, WEI. - 2016 BASE Show details 6 Strategy and bias in comprehension of multiple texts: How do readers with topic beliefs use strategies when reading controversial documents? Kim, Jong-Yun. - 2014 BASE Show details 7 EXAMINING TRANS-SYMBOLIC AND SYMBOL-SPECIFIC PROCESSES IN POETRY AND PAINTING Loughlin, Sandra. - 2013 Abstract: There is a growing interest in multiliteracies and the processes by which nonlinguistic and multisymbolic compositions are understood. However, as indicated by Unsworth (2008), there is currently no "trans-disciplinary" theoretical framework robust to these examinations. This study investigated the degree to which the Trans-Symbolic Comprehension framework (TSC; Loughlin & Alexander, 2012; Loughlin et al., 2013) might serve this purpose. The TSC posits that every act of comprehension, text or otherwise, entails both trans-symbolic and symbol-specific processes. Trans-symbolic comprehension processes are general processes that are necessary for understanding information encoded in a variety of compositional forms (e.g., text, paintings, musical score, physical formula), while symbol-specific processes are particular to a given symbol-system (e.g., text-specific processes). This study used the symbol systems of language and visual array to determine the viability of the TSC framework. Offline and online comprehension processes measures were administered before, during, and after studying a poem and a painting to capture the comprehension processes used by 12 English and 12 Art education majors. Verbal protocol analyses of these data resulted in the identification of 7 poem and 8 painting comprehension processes, which manifested in 48 associated subprocesses. The 48 comprehension subprocesses were then compared to determine degree of trans-symbolism. It was determined that a significant portion of the comprehension processes and subprocesses were shared; that is, iterative manifestations applied to both poem and painting. However, processes that did not appear to iterate were also identified (e.g., inferring mood). The discovery of these apparent trans-symbolic processes and symbol-specific processes is in line with the predictions of the TSC framework. Implications of this study for education research are discussed, specifically with respect to the burgeoning literature on nonlinguistic literacies. Preliminary implications for educational practice are also drawn in relation to the growing praxis of teaching literature, including poetry, through visual art in middle and high schools, and ongoing policy efforts to expand this type of instruction. Keyword: Art; Art education; Comprehension; Educational psychology; Reading instruction; Text; Trans-Symbolic Comprehension; Understanding URL: http://hdl.handle.net/1903/14869 BASE Hide details 8 INSTRUCTIONAL BEHAVIORS AND STUDENT READING OUTCOMES IN A SCRIPTED TIER 2 INTERVENTION FOR FOURTH GRADE STRUGGLING READERS Montanaro, Elizabeth Ann. - 2012 BASE Show details 9 THE RELATIONSHIPS BETWEEN TEACHER VARIABLES AND OUTCOMES FOR LANGUAGE MINORITY LEARNERS IN GRADES 3-5 ON MEASURES OF VOCABULARY KNOWLEDGE AND READING COMPREHENSION Gray, Jennifer Letcher. - 2012 BASE Show details 10 USING BORDERLANDS LITERATURE TO INCREASE INTEREST IN LITERACY IN THE HERITAGE LANGUAGE: TEACHER RESEARCH WITH LATINO/A TEENAGE STUDENTS Cabrero, Magda A.. - 2011 BASE Show details 11 ADOLESCENTS' CONSTRUCTIVELY RESPONSIVE READING STRATEGY USE IN A CRITICAL INTERNET READING TASK Cho, Byeong-Young. - 2011 BASE Show details 12 A Comparison of Two Strategies for Teaching Third Graders to Summarize Information Texts Dromsky, Ann. - 2011 BASE Show details 13 Comprehension and Learning from Social Studies Textbook Passages among Elementary School Children in Korea and the United States Huh, Hyejin. - 2011 BASE Show details 14 Does Discussion Make a Difference in Vocabulary Learning From Expository Text Read Alouds? Zelinke, Sarah. - 2011 BASE Show details

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