Reading Research Quarterly

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Instructional Importance: What Teachers Value and What Students Learn
Reading Research Quarterly - Tập 32 Số 3 - Trang 290-308 - 1997
Tamara L. Jetton, Patricia A. Alexander
ABSTRACTSThis study examined the contextual factors that influence what students deem interesting and important by examining what teachers signal as interesting and important in their classroom discussions and assessments. Participants in this investigation were three high school science teachers and their students. We created portraits of these high school science...... hiện toàn bộ
Main Points in an Instructional Text, as Identified by Students and by Their Teachers
Reading Research Quarterly - Tập 30 Số 4 - Trang 742 - 1995
Gonny Schellings, B.H.A.M. van Hout‐Wolters
Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension
Reading Research Quarterly - Tập 50 Số 4 - Trang 459-481 - 2015
Young‐Suk Grace Kim
The effects of multisensory vowel instruction during word study for third‐grade students
Reading Research Quarterly - Tập 42 Số 4 - Trang 468-471 - 2007
Wendy Johnson Donnell
Spelling Patterns and the Development of Flexible Word Recognition Strategies
Reading Research Quarterly - Tập 12 Số 2 - Trang 125 - 1976
Carol M. Santa
Vocabulary Acquisition through Shared Reading Experiences
Reading Research Quarterly - Tập 28 Số 4 - Trang 360 - 1993
Monique Sénéchal, Edward H. Cornell
Assessing narrative comprehension in young children
Reading Research Quarterly - Tập 38 Số 1 - Trang 36-76 - 2003
Alison H. Paris, Scott G. Paris
ABSTRACTSThis article explains the creation and validation of the Narrative Comprehension of Picture Books task (NC task), an assessment of young children's comprehension of wordless picture books. Study 1 explored developmental changes among 158 K‐2 children in narrative comprehension and the correlations among children's performance on the NC task and other measu...... hiện toàn bộ
Heightening Fourth-Grade Students' Sensitivity to Sources of Information for Answering Comprehension Questions
Reading Research Quarterly - Tập 20 Số 3 - Trang 282 - 1985
Taffy E. Raphael, Clydie A. Wonnacott
Multiple Pathways by Which Compounding Morphological Awareness Is Related to Reading Comprehension: Evidence From Chinese Second Graders
Reading Research Quarterly - Tập 55 Số 2 - Trang 193-212 - 2020
Young‐Suk Grace Kim, Qian Guo, Yan Liu, Yan Peng, Yang Li
AbstractMorphological awareness, or the knowledge and awareness of morphemes and morphological structures in a language, has been shown to be important to reading. The authors investigated multiple pathways by which compounding morphological awareness is related to reading comprehension: indirect pathways via vocabulary, word reading, and listening comprehension, a...... hiện toàn bộ
Morphological Awareness in Vocabulary Acquisition Among Chinese‐Speaking Children: Testing Partial Mediation via Lexical Inference Ability
Reading Research Quarterly - Tập 50 Số 1 - Trang 129-142 - 2015
Haomin Zhang
AbstractThe goal of this study was to investigate the effect of Chinese‐specific morphological awareness on vocabulary acquisition among young Chinese‐speaking students. The participants were 288 Chinese‐speaking second graders from three different cities in China. Multiple regression analysis and mediation analysis were used to uncover the mediated and unmediated ...... hiện toàn bộ
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