| 1 |
Developmental Dyslexia: Where Do We Go from Here?
|
|
|
|
In: Brain Sciences ; Volume 10 ; Issue 3 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Harry Potter and the Prisoners of Vocabulary Instruction: Acquiring Academic Language at Hogwarts
|
|
McQuillan, Jeff. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Leseentwicklung im Grundschulalter. Kognitive Grundlagen und Risikofaktoren
|
|
|
|
In: Lernen und Lernstörungen 7 (2018) 1, S. 33-44 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
In search of methods enhancing fluency in reading. An examination of the relations between time constraints and processes of reading in readers of German ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Transcranial direct current stimulation modulates efficiency of reading processes
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
In search of methods enhancing fluency in reading. An examination of the relations between time constraints and processes of reading in readers of German
|
|
|
|
In: Journal of experimental child psychology 140 (2015), S. 140-157 (2015)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
The impact of reading material's lexical accessibility on text fading effects in children's reading performance ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Zur Entwicklung morphologischer Bewusstheit und basaler Lesefähigkeiten durch die Arbeit an Wort-(bildungs)strukturen. Erste Ergebnisse einer Interventionsstudie ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Zur Entwicklung morphologischer Bewusstheit und basaler Lesefähigkeiten durch die Arbeit an Wort-(bildungs)strukturen. Erste Ergebnisse einer Interventionsstudie
|
|
|
|
In: Didaktik Deutsch : Halbjahresschrift für die Didaktik der deutschen Sprache und Literatur 19 (2014) 36, S. 43-63 (2014)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
The impact of reading material's lexical accessibility on text fading effects in children's reading performance
|
|
|
|
In: Reading and writing 27 (2014) 5, S. 841-853 (2014)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Early Effects of the Tomatis Listening Method in Children with Attention Deficit
|
|
|
|
In: Dissertations & Theses (2013)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Early Effects of the Tomatis Listening Method in Children with Attention Deficit
|
|
|
|
In: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1370465056 (2013)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
國小四、六年級學童摘要能力表現之研究 ; Examining the Summarization Skills of 4th and 6th Graders
|
|
|
|
Abstract:
本研究的主要目的在了解國小四、六年級學童的摘要能力（包含摘要效率與刪除重複或不重要訊息、歸納語詞、辨認主題句等三項摘要次能力）的現況，並探討年級、性別與學童摘要能力的關係以及摘要效率、摘要次能力與閱讀理解間的關係。研究對象為高雄、屏東地區六年級學生279人、四年級學生256人，共535人。以團體施測的方式對學生實施閱讀理解困難篩選測驗和包含刪除、歸納、辨認主題句三個分測驗的摘要次能力測驗，學生並針對一篇說明文寫出不超過100字的摘要。將學生所寫摘要中所包含的重要句數除以總字數再乘以100級為其摘要效率。 研究結果發現，不論年級，國小學童的摘要效率以及摘要次能力都不理想，但六年級學童在三項摘要次能力和摘要效率上都顯著優於四年級學童。其次，女生在辨認主題句的能力上比男生好，但在刪除、歸納和摘要效率上則未發現性別差異。第三，在排除年級和性別的影響後，三種摘要次能力皆對摘要效率有顯著的預測力，共可解釋摘要效率5.4％的變異量。第四，排除年級和性別的影響之後，摘要效率共可解釋閱讀理解2.7％的變異量；三種摘要次能力也在排除年級和性別的影響後皆對閱讀理解有顯著預測力，共可解釋閱讀理解22.1％的變異量。但當三項摘要次能力與摘要效率同時投入時，在排除年級和性別的影響後，只有三項摘要次能力對閱讀理解有顯著的預測力，共可解釋閱讀理解22％的變異量。最後根據研究結果提出建議，做為教師教學與未來研究之參考。 ; The purpose of this study is to investigate how elementary school children’s summarization skills (which includes summarization efficiency and three summarization subskills, i.e. deleting the redundant or unimportant materials, generalizing, and selecting the topic sentences) differ with grade or gender. Also, the relationship between the three summarization subskills, summarization efficiency, and reading comprehension is explored. The participants were 279 6th grade students and 256 4th grade students in Pintung County and Kaohsiung City. The students completed a reading comprehension test, tests of summarization subskills, and wrote a summary for an expository text. The efficiency of the summary was calculated by dividing the number of important idea units in the summary with the total counts of Chinese characters in the summary. The findings of this study were as following: 1. The 6th graders performed significant better than the 4th graders in the summarization subskills and summarization efficiency. 2. girls were better than the boys in selecting topic sentences, but no difference was found between the two gender in deleting, generalizing, and summarization efficiency. 3. After the variances of the sex and grade were accounted for, the three summarization subskills predicted summarization efficiency significantly, which explained 5.4% of the variance of summarization efficiency. 4. After the variances of gender and grade were accounted for, reading comprehension could be predicted significantly by summarization efficiency, which explained 2.7% of the variance of reading comprehension; after the variances of gender and grade were accounted for, the three summarization subskills predicted reading comprehension significantly, which explained 22.1% of the variance of reading comprehension. 5. When the three summarization subskills and summarization efficiency were thrown into the equation altogether, the three summarization subskills but not the summarization efficiency predicted reading comprehension significantly, which explained 22% of the variance of reading comprehension.
|
|
Keyword:
elementary school student;reading comprehension;summarization efficiency;summarization subskills; 閱讀理解;摘要效率;摘要次能力;國小學童
|
|
URL: http://140.127.82.166/bitstream/987654321/14970/-1/101NPTT0328019-001.pdf
http://140.127.82.166/handle/987654321/14970
|
|
BASE
|
|
Hide details
|
|
|
| 14 |
Wie sollte ein erfolgreiches Material für Kinder mit LRS aussehen? Theoretische Grundlagen und ein praktisches Beispiel: "Das schaffe ich!"
|
|
|
|
In: Hellmich, Frank [Hrsg.]; Siekmann, Katja [Hrsg.]: Sprechen, Lesen und Schreiben lernen. Erfolgreiche Konzepte der Sprachförderung. Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2013, S. 200-214. - (DGLS-Beiträge; 15) (2013)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Wie sollte ein erfolgreiches Material für Kinder mit LRS aussehen? Theoretische Grundlagen und ein praktisches Beispiel: "Das schaffe ich!" ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Word Calling In 3rd And 4th Graders: Exploring Student And Teacher Characteristics
|
|
|
|
In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2013)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Using curriculum-based measurement of reading to inform practice and improve student achievement
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
PREDICTING THE LANGUAGE ABILITIES OF CHILDREN
|
|
|
|
In: Digitized Theses (2011)
|
|
BASE
|
|
Show details
|
|
|
|
|
