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Zeitschriftenartikel zum Thema "Learning to read while reading to learn series"
Cho, Eunsoo, Donald L. Compton, Jennifer K. Gilbert, Laura M. Steacy, Alyson A. Collins und Esther R. Lindström. „Development of First-Graders’ Word Reading Skills“. Journal of Learning Disabilities 50, Nr. 1 (03.08.2016): 95–112. http://dx.doi.org/10.1177/0022219415599343.
Der volle Inhalt der QuelleCho, Hye Kyung. „A study on the Education in Dostoevsky’s Netochka Nezvanova: focusing on comparison with Rousseau’s Emile“. Institute for Russian and Altaic Studies Chungbuk University 27 (31.08.2023): 109–34. http://dx.doi.org/10.24958/rh.2023.27.109.
Der volle Inhalt der QuelleKurkjian, Catherine, und Nancy Livingston. „Learning to Read and Reading to Learn: Informational Series Books“. Reading Teacher 58, Nr. 6 (März 2005): 592–600. http://dx.doi.org/10.1598/rt.58.6.9.
Der volle Inhalt der Quelle呂育甄, 呂育甄, und 王瓊珠 Yu-Chen Lu. „國小識字障礙學生聲韻覺識、唸名速度與中英文識字之相關研究“. 特殊教育學報 57, Nr. 57 (Juni 2023): 001–36. http://dx.doi.org/10.53106/207455832023060057001.
Der volle Inhalt der QuelleBecerra Coba, Karen Mabel, Sarah Jacqueline Iza Pazmiño, Cristina del Rocío Jordán Buenaño und Edgar Guadia Encalada Trujillo. „Enlightening vocabulary learning through educational websites“. Medwave 23, S1 (01.09.2023): eUTA191. http://dx.doi.org/10.5867/medwave.2023.s1.uta191.
Der volle Inhalt der QuelleNurani, Riga Zahara, und Hatma Heris Mahendra. „Use of Big Book Learning Media to Improve Students’ Beginning Reading Skills in Primary Schools“. Mimbar Sekolah Dasar 6, Nr. 3 (31.12.2019): 330–40. http://dx.doi.org/10.17509/mimbar-sd.v6i3.22893.
Der volle Inhalt der QuelleNurani, Riga Zahara, und Hatma Heris Mahendra. „Use of Big Book Learning Media to Improve Students’ Beginning Reading Skills in Primary Schools“. Mimbar Sekolah Dasar 6, Nr. 3 (31.12.2019): 330–40. http://dx.doi.org/10.53400/mimbar-sd.v6i3.22893.
Der volle Inhalt der QuelleBiro, Sasha L. „Reading in a Time of Crisis“. Teaching Philosophy 44, Nr. 3 (2021): 241–54. http://dx.doi.org/10.5840/teachphil202132137.
Der volle Inhalt der QuelleArumugam, Nalini, Julina Munchar, Puspalata C. Suppiah, Sathiyaperba Subramaniam und Maizura Mohd Noor. „Fun Learning Series“. International Journal of Modern Languages And Applied Linguistics 2, Nr. 3 (01.08.2018): 5. http://dx.doi.org/10.24191/ijmal.v2i3.7634.
Der volle Inhalt der QuelleAlakawi, Kholood Moustafa. „Vocabulary Strategies and Bridging the Gap from Learning to Read to Reading to Learn“. Journal of Language and Education 3, Nr. 4 (31.12.2017): 60–72. http://dx.doi.org/10.17323/2411-7390-2017-3-4-60-72.
Der volle Inhalt der QuelleBücher zum Thema "Learning to read while reading to learn series"
Kamhaji, Yafit. Hebrew Vocabulary Coloring Book - Toys with Translation, Nikud and Phonetics: Fun Way for Kids to Learn the Hebrew Vocabulary. Read and Color While Learning the Names of the Toys in Hebrew. Translation, Nikud and Phonetics for Easier Learning and Reading. Independently Published, 2021.
Den vollen Inhalt der Quelle findenAllen, Janet, und Christine Landaker. Reading History. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780195165951.001.0001.
Der volle Inhalt der QuelleSelikowitz, Mark. Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.001.0001.
Der volle Inhalt der QuelleBuchteile zum Thema "Learning to read while reading to learn series"
Hemphill, Lowry, und Catherine Snow. „Learning To Read While Reading To Learn“. In Handbook of Multiple Source Use, 362–81. Routledge, 2018. http://dx.doi.org/10.4324/9781315627496-21.
Der volle Inhalt der QuelleSpaëth, Valérie. „The “civilization-language-culture” relationship in reading books for teaching in French to allophone schoolchildren (1885–1930): A window opened to the past“. In Language Learning and Teaching in Missionary and Colonial Contexts. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2023. http://dx.doi.org/10.5117/9789463728249_ch7.
Der volle Inhalt der QuelleRaminho, Edney Gomes, Luiz Síveres und Idalberto José das Neves Júnior. „Education through the teaching and learning of reading in the light of complexity and transdisciplinarity“. In UNITING KNOWLEDGE INTEGRATED SCIENTIFIC RESEARCH FOR GLOBAL DEVELOPMENT. Seven Editora, 2023. http://dx.doi.org/10.56238/uniknowindevolp-035.
Der volle Inhalt der Quelle„much more needs to be done before we may begin and are summed up in Book VI, with its climactic to grasp the ‘goodly golden chayne, wherewith yfere vision of the Graces’. Clearly the poem was meant to | The vertues linked are in louely wize’ (I ix 1.1–2). be read as a verse in the Bible was read in Spenser’s For example, in displaying the special powers of a day: any stanza is the centre from which to recon-virtue, each book displays also its radical limitations struct the whole. without the other virtues, and, above all, without A study of the virtues makes it increasingly clear divine grace. No book is complete in itself, for each that before ever Spenser began to write he had seen (after the first) critiques those that preceded it, so at least the outline of each virtue and had mapped that understanding what has been read constantly out their relationships. (On the formal idea of each expands and consolidates until by the end all the virtue, which his narrative unfolds and realizes, see virtues are seen in their unifying relationships. Heninger 1991:147.) Early in his career, he dedicated A general survey of all the books of The Faerie his talents to fashion the scheme of virtues in a poem Queene is offered in a number of introductions to the he could never expect to complete, no more than poem: Spens 1934, Nelson 1963, R. Freeman 1970, could Chaucer in projecting the Canterbury Tales – Heale 1987, Tonkin 1989, Meyer 1991, Waller 1994, on its unfinished state, see Rajan 1985:44–84, and and Oram 1997. Tonkin and Oram especially offer Hamilton 1990 – and he never faltered or changed. close and perceptive readings of each book. In addi-What he says about the Red Cross Knight may be tion, there are studies of individual books. Book applied to him: ‘The noble hart, that harbours ver-I: Rose 1975; II: Berger 1957; III and IV: Roche tuous thought [i.e. knowledge of the virtues], | And 1964, Silberman 1995; IV: Goldberg 1981; III, IV, is with childe of glorious great intent, | Can neuer and V: Broaddus 1995; V: Dunseath 1968, Aptekar rest, vntill it forth haue brought | Th’eternall brood 1969, Fletcher 1971; VI: A. Williams 1967, Tonkin of glorie excellent’ (I v1.1–4). As he testifies in the 1972. See also the entry on each book in The Spenser final canto of the 1596 poem: as a ship may be Encyclopedia. In addition, there are general studies delayed by storms on its way to a certain shore, of the virtues: for example, Horton 1978 finds the ‘Right so it fares with me in this long way, | Whose poem’s unity in the binary pairing of the books (see course is often stayd, yet neuer is astray’ (VI xii also his entry, ‘virtues’, in the SEnc), and M.F.N. 1.8–9). While we may speculate that Spenser wrote Dixon 1996:13 argues that Spenser offers ‘a gram-for patronage, a pension, or a position at court, we mar of virtues’, i.e. ‘an iterative series of interde-know from the opening stanza of The Faerie Queene pendent virtues’. There are also many studies of the that ‘the sacred Muse’ commanded him ‘To blazon techniques used by Spenser to structure the virtues: broade emongst her learned throng’. Clearly he had for example, the ‘resonances sounding at large no choice but to devote his life to writing that poem. throughout the poem’ examined by Lewis 1967, the The third step in relating the virtues is to recog-structural triads by A. Fowler 1973, the poem’s nize that they are fashioned in the poem through the analogical coherence by Nohrnberg 1976, its self-actions of the major characters in order to fashion reflexiveness by MacCaffrey 1976, the ‘echoing’ by readers in ‘vertuous and gentle discipline’. In the Hollander 1981, the demonic parody of the virtues Letter to Raleigh, Spenser distinguishes between his by N. Frye 1963 and Fletcher 1971, the poem’s am-‘general intention and meaning’, which is to fashion bivalence by Fletcher 1964, the structural patterns in the virtues, and his poem’s ‘generall end’, which is Books I and II by Røstvig 1994, the symmetrical to ‘fashion a gentleman or noble person in vertuous ring structure in Book III by Greenfield 1989, the and gentle discipline’ (8). Accordingly, our under-poem’s broken symmetries by Kane 1990, the use of standing of the nature of holiness, for example, is gained image-patterns in which images are repeated in bono only by reading the story of the Red Cross Knight, et in malo by Kaske 1999, the sequence of emblems and not by bringing to it anything more than a which make the poem ‘the most emblematic long general awareness that the virtue relates our life in poem in our literature’ (A. Fowler 1999:23), and this world to God. His quest traces the process of the narrative’s self-reflectiveness by Goldberg 1981. sanctification as his will cooperates with divine grace; The poem interprets and reinterprets itself endlessly, and, through him, we learn how to frame our lives in as Tonkin 1989:43 suggests in commenting on holy living. The virtues do not exist apart from the“. In Spenser: The Faerie Queene, 28. Routledge, 2014. http://dx.doi.org/10.4324/9781315834696-26.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Learning to read while reading to learn series"
Koifman, Julia. „Teaching Reading Skills More Effectively“. In 9th International Conference on Artificial Intelligence and Applications. Academy & Industry Research Collaboration Center, 2023. http://dx.doi.org/10.5121/csit.2023.131804.
Der volle Inhalt der QuelleCretu, Ioana, und Anca cristina Colibaba. „EQUAL CHANCES THROUGH UNEQUAL OPPORTUNITIES: FACILITATING LANGUAGE LEARNING AMONG STUDENTS IN MEDICINE, NURSING AND NUTRITION THROUGH ELEARNING“. In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-076.
Der volle Inhalt der QuelleAkiba, Misato, und Wonseok Yang. „Learning to Read Music by Differences in Perception of Information“. In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001754.
Der volle Inhalt der QuelleStang, Marco, Marc Schindewolf und Eric Sax. „Unraveling Scenario-Based Behavior of a Self-Learning Function with User Interaction“. In 10th International Conference on Human Interaction and Emerging Technologies (IHIET 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004028.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Learning to read while reading to learn series"
Schipper, Youdi, Isaac Mbiti und Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.
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