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Effects of multilinguistic word study instruction on word reading and spelling in the first grade: increasing metalinguistic knowledge as an instructional goal
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Does Medium Matter? Examining Calibration Accuracy, Comprehension Performance, and Computer Familiarity among Adolescents
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In: ETD Collection for Fordham University (2021)
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Abstract:
Two studies were conducted to examine calibration, comprehension, and students’ familiarity with digital reading technologies. The first study investigated whether there were media-related differences in comprehension and calibration while studying narrative and expository texts. The participants (N = 38) were high school students from a predominantly low-socioeconomic region in the United States. The results indicated that there were no differences in comprehension performance across medium types. A marginally statistically significant interaction was detected between text genre and medium type such that better performance on narrative texts was noted in the digital condition. Higher Gamma correlations on digital medium indicate that students calibrated their comprehension more accurately when they read digitally. The second study investigated high school students’ (N = 55) calibration of narrative and expository texts and explored whether familiarity levels with digital devices influence their comprehension performance. Calibration accuracy was inversely associated with students’ comprehension performance, indicating that students were underconfident. The MANOVA did not reveal a statistically significant effect of familiarity levels on comprehension performance on either text genre. Hierarchical regression analyses revealed that students’ use of digital devices at home and school for academic and recreational purposes did not significantly predict comprehension performance. Implications and recommendations for further research are discussed.
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Keyword:
Educational psychology|Secondary education|Educational technology|Reading instruction
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URL: https://research.library.fordham.edu/dissertations/AAI28496476
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A descriptive study on reading instruction provided to students with intellectual disability
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In: ISSN: 1744-6295 ; Journal of intellectual disabilities, Vol. 25 (2021) pp. 1-19 (2021)
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Language learners read comics: Background knowledge and perceptions of multimodal texts
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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
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Literacy in development discourse and practice: Comparative studies in Indonesia
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Storytelling Comes Alive: Preschoolers’ Development of Narrative Comprehension and Academic Language Within a Participatory Oral Storytelling Intervention
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Providing Performance Feedback to Paraeducators Implementing PALS
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Jones, Brian. - : eScholarship, University of California, 2020
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A QUALITATIVE STUDY OF THE STRATEGIES DUAL LANGUAGE TEACHERS EMPLOY TO DIFFERENTIATE READING INSTRUCTION IN THEIR CLASSROOMS ...
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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
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Exploring Teacher Perceptions of the Notice and Note Signposts: A Qualitative Case Study
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Exploring Relationships of Positive Reading Attitudes in Secondary English Classrooms across Missouri
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Correlations between Classroom Environment and Reading Skill Growth of Third Graders
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Maryland Educators’ Perceptions of Informational Reading and Nonfiction Writing Instruction during the Implementation of the Common Core State Standards
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Reported Literacy Engagement among Low-Income Parents and Their Children
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The integration of intensive and extensive reading instruction: its effects on Thai primary school students’ English reading ability ...
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Textrevisionen in der multilingualen Orientierungsstufe : TimO : Projektlaufzeit: 10.2016-09.2019 ... : Text revision in multilingual secondary schools ...
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