1 |
MORPHOLOGICAL AND IDENTITY PRIMING IN WORD LEARNING AND TEXT READING AS A WINDOW INTO THE MENTAL LEXICON
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
|
|
|
|
In: Languages; Volume 7; Issue 1; Pages: 51 (2022)
|
|
BASE
|
|
Show details
|
|
5 |
The Componential Model of Reading: A Comprehensive Examination of Word Reading in Syrian Refugee Children
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Reading Strategy Intervention and Reading Comprehension Success in Bilingual Readers
|
|
|
|
In: Electronic Thesis and Dissertation Repository (2022)
|
|
BASE
|
|
Show details
|
|
7 |
READING COMPREHENSION CONSTRAINS WORD READING: A TONGUE TWISTER STUDY BY MODERATING ATTENTIONAL CONTROL
|
|
|
|
In: Theses and Dissertations--Linguistics (2022)
|
|
BASE
|
|
Show details
|
|
8 |
An eye-tracking based investigation into on-line reading during Chinese-English sight translation — Effect of word order asymmetry
|
|
|
|
In: Translation and Interpreting : the International Journal of Translation and Interpreting Research, Vol 14, Iss 1, Pp 66-83 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
9 |
An ERP investigation of transposed-word effects in same-different matching
|
|
|
|
In: ISSN: 0028-3932 ; EISSN: 1873-3514 ; Neuropsychologia ; https://hal-amu.archives-ouvertes.fr/hal-03226383 ; Neuropsychologia, Elsevier, 2021, 153, ⟨10.1016/j.neuropsychologia.2021.107753⟩ (2021)
|
|
BASE
|
|
Show details
|
|
10 |
An examination of reading, reading development and disorder in a highly transparent orthography: the case of Turkish
|
|
|
|
BASE
|
|
Show details
|
|
11 |
The Effect of Orthographic Transparency on Auditory Word Recognition Across the Development of Reading Proficiency
|
|
|
|
In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-03340208 ; Frontiers in Psychology, Frontiers, 2021, 12, ⟨10.3389/fpsyg.2021.691989⟩ (2021)
|
|
BASE
|
|
Show details
|
|
12 |
Language distance in orthographic transparency affects cross-language pattern similarity between native and non-native languages.
|
|
|
|
In: Human brain mapping, vol 42, iss 4 (2021)
|
|
BASE
|
|
Show details
|
|
13 |
An analysis of the features of words that influence vocabulary difficulty. https://www.mdpi.com/2227-7102/9/1/8
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Language effects in early development of number writing and reading ...
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Supplementary materials [Review] to: Language effects in early development of number writing and reading ...
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Corpus Linguistics Methods for Building ESP Word Lists, Glossaries and Dictionaries on the Example of a Marine Engineering Word List
|
|
|
|
In: Lexikos; Vol. 31 (2021); 259-282 ; 2224-0039 (2021)
|
|
BASE
|
|
Show details
|
|
19 |
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)
|
|
Abstract:
Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was "not necessary," "potentially necessary," or "definitely necessary." Independent experimenters tested the students' reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers' decisions with regard to students' needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students' spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers' ratings over and above students' reading skills. Teachers, thus, relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers' assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined. (DIPF/Orig.)
|
|
Keyword:
Data; Daten; ddc:370; Deutschland; Diagnostic; Diagnostik; Education; Empirical study; Empirische Bildungsforschung; Empirische Untersuchung; Entscheidung; Erziehung; Germany; Grundschüler; Grundschullehrer; Hessen; Hierarchical Linear Modelling; Intervention; Lesefertigkeit; Lesestörung; Lesetest; Lower Saxony; Mehrebenenanalyse; Multi-level analysis; Niedersachsen; Reading skill; Reading tests; Rechtschreibtest; Regression analysis; Regressionsanalyse; School year 03; Schul- und Bildungswesen; Schuljahr 03; Wortschatztest
|
|
URL: https://doi.org/10.25656/01:23762 http://nbn-resolving.de/urn:nbn:de:0111-pedocs-237621 https://www.pedocs.de/volltexte/2022/23762/ https://www.pedocs.de/volltexte/2022/23762/pdf/JoLD_2021_5_Schmitterer_Brod_Which_Data_Do_Elementary_School_A.pdf
|
|
BASE
|
|
Hide details
|
|
20 |
"Einfache" Wörter für Leseanfänger. Kriterien und Auswahllisten "leseleichter" Wörter
|
|
|
|
In: 2021, 43 S. (2021)
|
|
BASE
|
|
Show details
|
|
|
|