1 |
Which data do elementary school teachers use to determine reading difficulties in their students?
|
|
|
|
In: Journal of learning disabilities 54 (2021) 5, S. 349-364 (2021)
|
|
BASE
|
|
Show details
|
|
2 |
Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch
|
|
Rindlisbacher, Barbara. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
|
|
In: Münster ; New York : Waxmann 2021, 369 S. - (Internationale Hochschulschriften; 687) - (Dissertation, Universität Freiburg, 2020) (2021)
|
|
BASE
|
|
Show details
|
|
3 |
Which data do elementary school teachers use to determine reading difficulties in their students? ...
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch ...
|
|
|
|
BASE
|
|
Show details
|
|
5 |
EXPERIENCE OF USING INFORMATION AND COMMUNICATION TECHNOLOGIES IN FOREIGN LANGUAGE TEACHING ; ДОСВІД ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У НАВЧАННІ ІНОЗЕМНИХ МОВ
|
|
|
|
In: Youth & market; No. 4/190 (2021) ; Молодь і ринок; № 4/190 (2021) ; 2617-0825 ; 2308-4634 ; 10.24919/2617-0825.4/190.2021 (2021)
|
|
BASE
|
|
Show details
|
|
6 |
Une approche computationnelle de la complexité linguistique par le traitement automatique du langage naturel et l'oculométrie
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Evaluating Test Consequences Based on ESL Students’ Perceptions: An Appraisal Analysis
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Reading in the presence of macular disease: a mini-review.
|
|
|
|
In: Ophthalmic & physiological optics : the journal of the British College of Ophthalmic Opticians (Optometrists), vol 40, iss 2 (2020)
|
|
BASE
|
|
Show details
|
|
9 |
Evaluating Test Consequences Based on ESL Students’ Perceptions: An Appraisal Analysis ...
|
|
|
|
BASE
|
|
Show details
|
|
10 |
What Makes Reading Difficult? An Investigation of the Contribution of Passage, Task, and Reader Characteristics on Item Difficulty, Using Explanatory Item Response Models
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Using Vocabulary Matching Curriculum Based Measurement to Monitor the Progress of Students in Science Courses
|
|
|
|
BASE
|
|
Show details
|
|
12 |
What Makes Reading Difficult? An Investigation of the Contribution of Passage, Task, and Reader Characteristics on Item Difficulty, Using Explanatory Item Response Models
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Unattended consequences. How text responses alter alongside PISA's mode change from 2012 to 2015
|
|
|
|
In: Education Inquiry 10 (2019) 1, S. 34-55 (2019)
|
|
BASE
|
|
Show details
|
|
14 |
An Examination of the Predictive Validity of Early Literacy Measures for Spanish-Speaking English Language Learners in First Grade
|
|
|
|
In: Hatch, Abigail Ann. (2018). An Examination of the Predictive Validity of Early Literacy Measures for Spanish-Speaking English Language Learners in First Grade. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/7wk2m8z7 (2018)
|
|
BASE
|
|
Show details
|
|
16 |
The 1-min Screening Test for Reading Problems in College Students: Psychometric Properties of the 1-min TIL
|
|
|
|
Abstract:
Reading is a central cognitive domain, but little research has been devoted to standardized tests for adults. We, thus, examined the psychometric properties of the 1-min version of Teste de Idade de Leitura (Reading Age Test; 1-min TIL), the Portuguese version of Lobrot L3 test, in three experiments with college students: typical readers in Experiment 1A and B, dyslexic readers and chronological age controls in Experiment 2. In Experiment 1A, test-retest reliability and convergent validity were evaluated in 185 students. Reliability was >.70, and phonological decoding underpinned 1-min TIL. In Experiment 1B, internal consistency was assessed by presenting two 45-s versions of the test to 19 students, and performance in these versions was significantly associated (r = .78). In Experiment 2, construct validity, criterion validity and clinical utility of 1-min TIL were investigated. A multiple regression analysis corroborated construct validity; both phonological decoding and listening comprehension were reliable predictors of 1-min TIL scores. Logistic regression and receiver operating characteristics analyses revealed the high accuracy of this test in distinguishing dyslexic from typical readers. Therefore, the 1-min TIL, which assesses reading comprehension and potential reading difficulties in college students, has the necessary psychometric properties to become a useful screening instrument in neuropsychological assessment and research. Copyright © 2017 John Wiley & Sons, Ltd. ; info:eu-repo/semantics/publishedVersion
|
|
Keyword:
Adults; Case-Control Studies; Comprehension; Dyslexia; Linguistics; Neuropsychological Tests; Predictive Value of Tests; Psychometrics; Reading; Reproducibility of Results; Students
|
|
URL: https://doi.org/10.1002/dys.1548 http://hdl.handle.net/10400.22/14191
|
|
BASE
|
|
Hide details
|
|
17 |
A critical examination of standardized testing of Minority Language Children
|
|
|
|
BASE
|
|
Show details
|
|
18 |
A Critical Examination of Standardised Testing of Minority Language Children
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Efecto de la lectura compartida y las habilidades prelectoras en el aprendizaje lector ; Impact of shared reading and pre-reading skills in the reading learning process
|
|
Gutiérrez-Fresneda, Raúl. - : Centro de Estudios de Promoción de la Lectura y Literatura Infantil (CEPLI), 2017. : Universidad de Castilla-La Mancha, 2017
|
|
BASE
|
|
Show details
|
|
20 |
Efecto de la lectura compartida y las habilidades prelectoras en el aprendizaje lector
|
|
Gutiérrez Fresneda, Raúl. - : Universidad de Castilla-La Mancha: Centro de Estudios de Promoción de la Lectura y Literatura Infantil (CEPLI), 2017
|
|
BASE
|
|
Show details
|
|
|
|