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Hits 1.121 – 1.140 of 1.629
1121
Norms and the relationship of Boston Naming Test performance to vocabulary and education : a review
Hawkins, Keith A.
;
Bender, Scott
In:
Aphasiology. - London [u.a.] : Routledge, Taylor & Francis Group
16 (2002) 12, 1143-1153
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1122
Toward a cross-linguistic comparison of lexical quanta in speech and writing
Strömqvist, Sven
;
Johansson, Victoria
;
Kriz, Sarah
...
In:
Written language and literacy. - Amsterdam [u.a.] : Benjamins
5 (2002) 1, 45-67
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1123
'Opening up' literary cloze
Isaac, Anne
In:
Language and education. - Abingdon : Routledge, Taylor & Francis Group
16 (2002) 1, 18-36
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1124
The impact of attending to unstressed words on the acquisition of written grammatical morphology by French-speaking ESL students
Morris, Lori
;
Tremblay, Michel
In:
Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association
58 (2002) 3, 364-385
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1125
Considering the close
Steinman, Linda
In:
Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association
59 (2002) 2, 291-301
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1126
Investigating the relationship between vocabulary knowledge and academic reading performance : an assessment perspective
Qian, David D.
In:
Language learning. - Hoboken, NJ : Wiley
52 (2002) 3, 513-536
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1127
The roles of L1 influence and lexical aspect in the acquisition of temporal morphology
Collins, Laura
In:
Language learning. - Hoboken, NJ : Wiley
52 (2002) 1, 43-94
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1128
Context and content visuals and performance on listening comprehension stimuli
Ginther, April
In:
Language testing. - London : Sage
19 (2002) 2, 133-167
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1129
What do vocabulary tests measure?
Sylvén, Liss Kerstin
In:
Moderna språk. - Gävle
96 (2002) 1, 14-24
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1130
Assessing proficiency through word associations : is there still hope?
Wolter, Brent
In:
System. - Amsterdam : Elsevier
30 (2002) 3, 315-329
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1131
Alternative approaches to analyzing individual differences in the rate of early vocabulary development
Bauer, Daniel J.
;
Goldfield, Beverly A.
;
Reznick, J. Steven
In:
Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press
23 (2002) 3, 313-335
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1132
TestDaF und DSH - ungleiche Sprachtests im Vergleich
Krekeler, Christian
In:
Essener linguistische Skripte - elektronisch. - Essen : Univ.
2 (2002) 2, 19-50
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1133
"Beschreiben" und "Erklären" in der klinischen Linguistik : Günter Kochendörfer zum 60. Geburtstag
Möller, Gabi
(Mitarb.);
Faupel, Manohar
(Mitarb.);
Schade, Ulrich
(Mitarb.). - Tübingen : Narr, 2002
BLLDB
UB Frankfurt Linguistik
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1134
Kindliche Aphasie
Loew, Martin
;
Böhringer, Katja
. - Gailingen am Hochrhein : Hegau-Jugendwerk, 2002
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UB Frankfurt Linguistik
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1135
Pragmatics in Human-Computer Conversations
Ayse Pinar Saygin
;
Ilyas Cicekli
In: http://crl.ucsd.edu/~saygin/papers/saygin-jop.pdf (2002)
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1136
The incidence and nature of letter orientation errors in reading disability
Terepocki, Megan
;
Kruk, Richard S.
;
Willows, Dale M.
In:
Journal of learning disabilities. - [S.l.] : Sage
35 (2002) 3, 214-233
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1137
La procedura cloze, la ridondanza e la valutazione della competenza della lingua italiana
Chiari, Isabella
In:
Italica. - Columbus, Ohio : Dept.
79 (2002) 4, 525-540
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1138
Development and Evaluation of a Korean Treebank and its Application to NLP
Han, Chung-Hye
;
Han, Na-Rare
;
Ko, Eon-Suk
...
In: DTIC (2002)
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1139
A Comparison of the Effects of Two Schema Theory-Based Pre-Reading Activities in Spanish: Key Word Discussion and Vocabulary Review
Nolan II., Charles W.
In: DTIC AND NTIS (2002)
Abstract:
This Study compares the effectiveness of two schema theory-based pre-reading activities: key word discussion and vocabulary review. Background knowledge plays an important role in reading comprehension. Schema theory models the processing of information and the role that background knowledge plays in comprehension. Research suggests that reading strategies based on schema theory improve reading comprehension. In terms of pre-reading activities based on schema theory, Klapper (1993) claims that getting students to think about and predict content is more fruitful than reviewing difficult vocabulary items. The current study compared the effectiveness of these two types of pre-reading exercises in three sections of Spanish 102 students at Brigham Young University. A pretest was first conducted to establish that all three sections were comparable in reading comprehension skill. Each section then read each of three readings followed by a reading comprehension test. Prior to each reading, one section conducted a vocabulary review, another section conducted a class discussion of key words modeled after the Pre-Reading Plan (PReP) designed by Langer (1981), and the third section conducted a pre-reading activity that combined both the vocabulary review and the class discussion of key words. Each pre-reading activity lasted approximately 15 minutes. The three treatments were rotated so that each section participated in each treatment one time. Data from the pretest and treatment reading comprehension tests were analyzed in terms of the change in scores between the pretest and the reading comprehension tests. The analysis failed to show that one treatment was significantly more effective than the others in improving student reading comprehension. The only significant variable was reading selection. The more difficult the reading, the smaller the change in scores between the pretest and the treatment reading comprehension tests.
Keyword:
*PERFORMANCE TESTS
;
*PRE READING
;
*READING
;
*VOCABULARY
;
COMPREHENSION
;
Computer Hardware
;
Humanities and History
;
INFORMATION PROCESSING
;
MODELS
;
SELECTION
;
SKILLS
;
SPANISH LANGUAGE
;
STRATEGY
;
STUDENTS
;
TEST AND EVALUATION
;
THEORY
URL:
http://www.dtic.mil/docs/citations/ADA408585
http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA408585
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1140
Oromo sentence repetition test and its development
Wedekind, Klaus
;
Yilma, Aklilu
. - 2002
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