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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 Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and their Instructors Abbott, Marilyn L.; Lee, Kent K.; Ricioppo, Sabine. - : University of New Brunswick, 2021. : Érudit, 2021 BASE Show details 2 Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and their Instructors Abbott, Marilyn; Lee, Kent; Ricioppo, Sabine In: Canadian Journal of Applied Linguistics; Vol. 24 No. 2 (2021): Special Issue: Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference; 260-285 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 2 (2021): Numéro spécial : Perspectives, enseignement et résultats : réflexions de la conférence de 2019 sur l'ELBT; 260-285 ; 1920-1818 ; 1481-868X (2021) BASE Show details 3 The Comparative Effects of Traditional, Vocabulary, and Grammar Instruction on the Reading Comprehension and Fluency of High School English Language Learners Lee, Kent K.. - : University of Alberta. Department of Educational Psychology., 2018 BASE Show details 4 Many roads to success: How high functioning adults with phonological difficulties achieve word reading success Lai, Sandy SY. - : University of Alberta. Department of Educational Psychology., 2015 Abstract: Degree: Doctor of Philosophy ; Abstract: This dissertation examines the word reading skills of high-functioning adults with reading difficulties (HFRDs) in a sample of 145 college HFRDs who reported childhood or current reading difficulties and 70 controls. In the first part of this three-part study, the HFRDs were further categorized into compensated HFRDs, persistent HFRDs, and late-emerging HFRDs. The compensated HFRDs (n = 26) were students who reported childhood reading difficulties but no current reading difficulties. The persistent HFRDs (n = 104) were students who reported both childhood and current reading difficulties. The late-emerging HFRDs (n = 15) were students who reported no childhood reading difficulties but who did report current reading difficulties. The three HFRD subgroups were compared to each other and to the controls to determine whether residual reading weaknesses exist. Results showed that the persistent HFRDs displayed continuing weaknesses in all reading skills examined when compared to the controls, except in sublexical orthographic processing skills and lexical access speed. The compensated HFRDs displayed persisting difficulties relative to the controls in word reading accuracy, decoding accuracy and speed, phonological awareness, rapid digit naming, word-level orthographic processing accuracy, and print exposure. When compared to the persistent HFRDs, the compensated HFRDs showed relative strengths in word reading efficiency and decoding efficiency. Finally, the late-emerging HFRDs resembled the compensated HFRDs in performance, except for a relative strength in decoding speed. They outperformed the persistent HFRDs in word reading accuracy and efficiency, irregular word reading speed, decoding speed, word-level orthographic processing accuracy, and orthographic processing speed. However, when compared to the controls, they showed relative difficulties in decoding accuracy, spelling accuracy, and print exposure. In the second part of the study, all HFRDs were reclassified into groups based on the discrepancy between their word reading and phonological decoding skills. When examining accuracy dissociations (AD), the AD(+) group (n = 12) consisted of HFRDs whose standardized word reading accuracy skills were ≥ 1 SD above their standardized decoding accuracy skills, the AD(0) group (n = 67) consisted of HFRDs whose standardized word reading accuracy skills were within 0.5 SD of their standardized decoding accuracy skills, and the AD(-) group (n = 12) consisted of HFRDs whose standardized word reading accuracy skills were ≥ 1 SD below their standardized decoding accuracy skills. Results revealed that the AD(+) group also had significantly better vocabulary, spelling accuracy, and print exposure skills than the AD(-) group. When examining efficiency dissociations (ED), the ED(+) group (n = 24) consisted of HFRDs whose standardized word reading efficiency skills were ≥ 1 SD above their standardized decoding efficiency skills, the ED(0) group (n = 60) consisted of HFRDs whose standardized word reading efficiency skills were within 0.5 SD of their standardized decoding efficiency skills, and the ED(-) group (n = 17) consisted of HFRDs whose standardized word reading efficiency skills were ≥ 1 SD below their standardized decoding efficiency skills. Results indicated that the ED(+) group was significantly more efficient at morphological parsing than the ED(-) group, and significantly faster at choosing correct spelling and naming objects than the ED(0) group. In contrast, the ED(+) group was less accurate in decoding than both the ED(-) and ED(0) groups. In the third part of the study, the individual profiles of the HFRDs in the AD(+) and ED(+) groups were detailed in relation to the controls. Many of these surprisingly good word readers displayed print exposure levels comparable to the controls or better. Many ED(+) individuals also showed naming speed skills comparable to the control group. Some individuals in both the AD(+) and ED(+) groups also exhibited the double deficit profile of phonological awareness and naming speed deficits, but with varying word reading skills rather than the expected poor reading prognosis ; Specialization: Psychological Studies in Education Keyword: college dyslexics; high functioning dyslexics; phonological difficulties; word reading URL: http://hdl.handle.net/10402/era.42196 https://era.library.ualberta.ca/files/cj9602076f BASE Hide details 5 Many roads to success: How high functioning adults with phonological difficulties achieve word reading success Lai, Sandy SY. - : University of Alberta. Department of Educational Psychology., 2015 BASE Show details 6 Enhancing the Reading of Peer-Reviewed Research in the Teaching English as a Second Language Community ... Rossiter, Marian J; Abbott, Marilyn L.; Hatami, Sarvenaz. - : Alberta Journal of Educational Research, 2014 BASE Show details 7 Bilingual deaf students' phonological awareness in ASL and reading skills in English McQuarrie, Lynn; Abbott, Marilyn In: Sign language studies. - Washington, DC : Gallaudet Univ. Press 14 (2013) 1, 80-100 BLLDB OLC Linguistik Show details 8 The power of story in the ESL classroom Nicholas, Bonnie J.; Abbott, Marilyn L.; Rossiter, Marian J. In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 67 (2011) 2, 247-268 BLLDB OLC Linguistik Show details 9 Teaching pragmatics to L2 learners for the workplace: the job interview Louw, Kerry J.; Derwing, Tracey M.; Abbott, Marilyn L. In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 66 (2010) 5, 739-758 BLLDB OLC Linguistik Show details 10 Teaching Pragmatics to L2 Learners for the Workplace: The Job Interview Louw, Kerry J.; Derwing, Tracey M.; Abbott, Marilyn L. In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 66 (2010) 5, 739-758 OLC Linguistik Show details 11 Z. Dörnyei: Research Methods in Applied Linguistics [Rezension] Abbott, Marilyn L. In: International journal of applied linguistics. - Oxford [u.a.] : Blackwell 19 (2009) 2, 207-209 BLLDB OLC Linguistik Show details 12 English as a Second Language Reading Strategies: : A Confirmatory Approach to Differential Item Functioning Abbott, Marilyn [Verfasser]. - Saarbrücken : VDM Verlag Dr. Müller, 2008 DNB Subject Category Language Show details 13 A confirmatory approach to differential item functioning on an ESL reading assessment Abbott, Marilyn L. In: Language testing. - London : Sage 24 (2007) 1, 7-36 BLLDB OLC Linguistik Show details 14 ESL reading strategies: differences in Arabic and Mandarin speaker test performance Abbott, Marilyn L. In: Language learning. - Hoboken, NJ : Wiley 56 (2006) 4, 633-670 BLLDB OLC Linguistik Show details

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