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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...104 Hits 1 – 20 of 2.064 1 Effects of multilinguistic word study instruction on word reading and spelling in the first grade: increasing metalinguistic knowledge as an instructional goal Leelman, Maryellen A.. - 2021 BASE Show details 2 Does Medium Matter? Examining Calibration Accuracy, Comprehension Performance, and Computer Familiarity among Adolescents Hines, Dezmarie In: ETD Collection for Fordham University (2021) BASE Show details 3 中国語を母語とする日本語上級学習者の読解過程 : 書き手との対話を促す読解指導に向けて 砂川 有里子; 朱 桂栄; Yuriko SUNAKAWA. - : 国立国語研究所, 2021 BASE Show details 4 A descriptive study on reading instruction provided to students with intellectual disability Dessemontet, Rachel Sermier; Linder, Anne-Laure; Martinet, Catherine... In: ISSN: 1744-6295 ; Journal of intellectual disabilities, Vol. 25 (2021) pp. 1-19 (2021) BASE Show details 5 Language learners read comics: Background knowledge and perceptions of multimodal texts Benjamin, John D.. - : University of Hawaii National Foreign Language Resource Center, 2021. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2021 BASE Show details 6 Reading Analyses with Chilean Children Cubillos Guzman, Montserrat. - 2021 BASE Show details 7 Disparitäten der Lesekompetenz: Ausmass, Genese und Legitimation von Ungleichheiten Gold, Andreas. - Stuttgart : Franz Steiner Verlag, 2020 BLLDB UB Frankfurt Linguistik Show details 8 Literacy in development discourse and practice: Comparative studies in Indonesia Zhang, Jenny Fan. - : eScholarship, University of California, 2020 BASE Show details 9 Storytelling Comes Alive: Preschoolers’ Development of Narrative Comprehension and Academic Language Within a Participatory Oral Storytelling Intervention Rowe, Marjorie. - : eScholarship, University of California, 2020 BASE Show details 10 Providing Performance Feedback to Paraeducators Implementing PALS Jones, Brian. - : eScholarship, University of California, 2020 BASE Show details 11 A QUALITATIVE STUDY OF THE STRATEGIES DUAL LANGUAGE TEACHERS EMPLOY TO DIFFERENTIATE READING INSTRUCTION IN THEIR CLASSROOMS ... Unkn Unknown. - : Temple University. Libraries, 2020 BASE Show details 12 書談閱讀教學對國小六年級學童閱讀動機與閱讀行為影響之研究 ; The Effects of Booktalk Reading Instruction on Reading Motivation and Reading Behaviors of Sixth Graders 郭馥菁; KUO, FU-CHING. - 2020 Abstract: 本研究旨在探討書談閱讀教學對國小六年級學童的閱讀動機及閱讀行為的影響。研究採準實驗研究，以高雄市某國小二個班級的六年級學生為對象，選取其中一班為實驗組，實施為期十週的書談閱讀教學，另一班為對照組，實施自由閱讀。實驗過程中，研究者蒐集兩組學生的「閱讀紀錄表」，以了解學生的借閱次數，實驗前、後，兩組學生皆填答「閱讀動機量表」與「閱讀行為調查表」，並填答回饋問卷，以了解兩組學生閱讀動機與閱讀行為的變化，以及對教學的看法。實驗結束後，研究者也訪談兩組的班級導師，以了解在實驗前、後兩組學生閱讀行為的變化，與兩組導師對於兩組所實施的閱讀教學或活動的看法。本研究主要結論如下： 一、接受書談閱讀教學的國小六年級學童，在閱讀動機的進步分數上顯著優於進行自由閱讀的對照組學生。 二、接受書談閱讀教學的國小六年級學童，在閱讀行為調查表的進步分數與進行自由閱讀的對照組學生沒有顯著差異。 三、接受書談閱讀教學的國小六年級學童，研究者提供之書籍借閱次數優於對照組。 四、班級導師在訪談中表示，實驗組部分學生經過書談閱讀教學的實施後有主動閱讀書談閱讀教學推薦之書籍的閱讀行為出現。 五、實驗組學生在回饋單中表示，對於書談閱讀教學是喜歡的，主要是因為課堂氣氛輕鬆、活潑；喜歡閱讀前推薦書籍的主要原因則是可以藉此得知書籍用途；也喜歡閱讀後的討論書籍，因為研究者鼓勵學生踴躍發言。 六、班級導師認為書談閱讀教學一週僅安排一節課的時間，在延續班級閱讀風氣上較不容易。 ; The purpose of this study was to explore the effects of booktalk reading instruction on sixth graders’ reading motivation and reading behaviors. The study was designed as a quasi-experiment. Students of two sixth-grade classes in an elementary school in Kaohsiung City served as the subjects. One class was assigned as the experimental group who received the booktalk reading instruction, while the other class was assigned as the comparison group who participated in a free reading activity in reading class. The experimental instruction last for ten consecutive weeks, with 40 minutes per week. During the instruction, the reading record of both groups of students were collected. Before and after the instruction, both groups of students completed the “Reading Motivation Scale” and “Reading Behavior Inventory”. After the instruction, both groups of students provide feedbacks about the instructions that they received on the “feedbacks questionnaire” and the homeroom teachers of both classes were interviewed about their observations of the instruction provided in their classroom. The results of this study were as follows: 1. The sixth graders who received the Booktalk reading instruction scored significantly higher than the comparison group who participated in free reading activity.2. The two groups of students did not differ in the reading behaviors.3. According to the reading records, the experimental group accumulated higher reading counts for the books that the researchers provided than the comparison group.4. The homeroom teacher of the experimental group reported in the interview that after the experiment some reluctant readers in the class became willing to read voluntarily.5. The students in the experimental group reported that they liked the booktalk reading instruction, Due to the stress-free class atmosphere. They liked the book recommendations, because it provided information about the books. They also liked the discussion after the reading, because they were encouraged to express their thoughts.6. The homeroom teachers of the experimental group suggested that the instruction time (40-minute a week) for the booktalk reading instruction was not enough for building the atmosphere for the love of reading in the classrooms. Keyword: booktalk;reading motivation;reading behavior;reading instruction; 書談閱讀教學;閱讀動機;閱讀行為 URL: http://140.127.82.166/bitstream/987654321/20541/1/108NPTU0212017-003.pdf http://140.127.82.166/handle/987654321/20541 BASE Hide details 13 Exploring Teacher Perceptions of the Notice and Note Signposts: A Qualitative Case Study Beussink, Monica G.. - : American College of Education, 2020 BASE Show details 14 Exploring Relationships of Positive Reading Attitudes in Secondary English Classrooms across Missouri Thierfelder, Lorin Blackburn. - : Lindenwood University, 2020 BASE Show details 15 Correlations between Classroom Environment and Reading Skill Growth of Third Graders Stubblefield, Erik S.. - : Wingate University, 2020 BASE Show details 16 Maryland Educators’ Perceptions of Informational Reading and Nonfiction Writing Instruction during the Implementation of the Common Core State Standards Frizzell, Matthew. - : The George Washington University, 2020 BASE Show details 17 Reported Literacy Engagement among Low-Income Parents and Their Children Ojo, Olufemi. - : Walden University, 2020 BASE Show details 18 The integration of intensive and extensive reading instruction: its effects on Thai primary school students’ English reading ability ... Sasi-Ampai Maipoka. - : Thammasat University, 2020 BASE Show details 19 Textrevisionen in der multilingualen Orientierungsstufe : TimO : Projektlaufzeit: 10.2016-09.2019 ... : Text revision in multilingual secondary schools ... Marx, Nicole; Steinhoff, Torsten. - : [Universität zu Köln, Philosophische Fakultät, Institut für Deutsche Sprache und Literatur II], 2020 BASE Show details 20 Doing science <> writing science Bachler, Theresa. - 2020 BASE Show details Page: 1 2 3 4 5...104

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