Auswahl der wissenschaftlichen Literatur zum Thema „Reading predictors“
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Zeitschriftenartikel zum Thema "Reading predictors"
ERDOS, CAROLINE, FRED GENESEE, ROBERT SAVAGE und CORINNE HAIGH. „Predicting risk for oral and written language learning difficulties in students educated in a second language“. Applied Psycholinguistics 35, Nr. 2 (15.01.2013): 371–98. http://dx.doi.org/10.1017/s0142716412000422.
Der volle Inhalt der QuelleKelić, Maja, Mirta Zelenika Zeba und Jelena Kuvač Kraljević. „Reading Predictors in Croatian“. Psihologijske teme 30, Nr. 2 (15.07.2021): 161–84. http://dx.doi.org/10.31820/pt.30.2.1.
Der volle Inhalt der QuelleArtelt, Cordula, Ulrich Schiefele und Wolfgang Schneider. „Predictors of reading literacy“. European Journal of Psychology of Education 16, Nr. 3 (September 2001): 363–83. http://dx.doi.org/10.1007/bf03173188.
Der volle Inhalt der QuellePuccioni, Jaime. „Predictors of Reading Achievement“. Literacy Research: Theory, Method, and Practice 64, Nr. 1 (November 2015): 249–66. http://dx.doi.org/10.1177/2381336915617598.
Der volle Inhalt der QuelleYEUNG, PUI-SZE, CONNIE SUK-HAN HO, YAU-KAI WONG, DAVID WAI-OCK CHAN, KEVIN KIEN-HOA CHUNG und LAP-YAN LO. „Longitudinal predictors of Chinese word reading and spelling among elementary grade students“. Applied Psycholinguistics 34, Nr. 6 (10.08.2012): 1245–77. http://dx.doi.org/10.1017/s0142716412000239.
Der volle Inhalt der QuelleOh, Deborah, Diane Haager und Michelle Windmeuller. „A Longitudinal Study Predicting Reading Success for English-Language Learners from Kindergarten to Grade 1“. Multiple Voices for Ethnically Diverse Exceptional Learners 10, Nr. 1-2 (01.12.2007): 107–24. http://dx.doi.org/10.56829/muvo.10.1-2.t6846p7558278818.
Der volle Inhalt der QuelleMcCormick, Christine E., Sue B. Stoner und Scott Duncan. „Kindergarten Predictors of First-Grade Reading Achievement: A Regular Classroom Sample“. Psychological Reports 74, Nr. 2 (April 1994): 403–7. http://dx.doi.org/10.2466/pr0.1994.74.2.403.
Der volle Inhalt der QuelleGelbar, Nicholas W., Melissa Bray, Thomas J. Kehle, Joseph W. Madaus und Cheryl Makel. „Exploring the Nature of Compensation Strategies in Individuals With Dyslexia“. Canadian Journal of School Psychology 33, Nr. 2 (12.11.2016): 110–24. http://dx.doi.org/10.1177/0829573516677187.
Der volle Inhalt der QuelleBryła, Paweł. „Who Reads Food Labels? Selected Predictors of Consumer Interest in Front-of-Package and Back-of-Package Labels during and after the Purchase“. Nutrients 12, Nr. 9 (27.08.2020): 2605. http://dx.doi.org/10.3390/nu12092605.
Der volle Inhalt der QuelleBuljan, Terezija, und Boris Mlačić. „Relationship between personality traits, reading tendencies, and empathy“. International Journal of Personality Psychology 10 (30.05.2024): 41–48. http://dx.doi.org/10.21827/ijpp.10.41425.
Der volle Inhalt der QuelleDissertationen zum Thema "Reading predictors"
Carson, Linda A. „Predictors of early reading achievement“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28182.pdf.
Der volle Inhalt der QuelleElwér, Åsa. „Early Predictors of Reading Comprehension Difficulties“. Doctoral thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110036.
Der volle Inhalt der QuelleSyftet med avhandlingen har varit att undersöka den kognitiva och språkliga profilen hos barn med läsförståelseproblem i ett longitudinellt perspektiv. Förståelserelaterade problem är eftersatt del av läsforskningen, trots att denna typ av svårigheter har visat sig få stora konsekvenser för fortsatt framgång i skolan. Att förstå underliggande faktorer när det gäller läsning är viktigt för att kunna identifiera barn tidigt i utvecklingen och anpassa undervisningen efter deras behov. Att beskriva barnens kognitiva och språkliga profil från tidig ålder och över tid är ett viktigt första steg i detta arbete. De tre studierna som ingår i avhandlingen har baserats på data från the International Longitudinal Twin Study (ILTS). I projektet har data samlats in i USA, Australien, Sverige och Norge. Sammanlagt har mer än 1000 tvillingpar testas vid upprepade tillfällen i åldersspannet 5 till 15 år. Testmaterialet innefattar ett stort batteri av språkliga och kognitiva tester, samt tester i läsning och stavning. Med utgångspunk i the Simple View of Reading har grupper av barn med olika typer av förståelseproblem identifierats vid olika tidpunkter i utvecklingen. Studierna innehåller både retrospektiva och prospektiva analyser. Resultaten visar en tydligt bred språklig nedsättning hos barnen med förståelserelaterade problem som visar sig tydligt i mätningar av ordförråd, grammatik och verbalt minne. Problemen är stabila över tid och visar sig tidigt i utvecklingen även som fonologiska svårigheter. Svag språklig profil påverkar inte läsförståelse förrän barnen gått i skolan ett antal år.
Bazán, Ramírez Aldo, H. Beatriz Sánchez und Verdugo Víctor Corral. „Predictors of reading and writing achievement in first graders“. Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102351.
Der volle Inhalt der QuelleSe evaluó el desempeño de 288 niños de primer grado en tareas de lectura y escritura de diferente grado de complejidad. Se tomaron como predictores de los desempeños en las tareas evaluadas variables asociadas con la práctica docente y con antecedentes académicos inmediatos de los niños, así como sus características físicas. Mediante la aplicación de un análisis de regresión múltiple se identificó que las variables de años de experiencia del maestro en primer grado, el juicio que emite respecto a la adquisición de la lectura y la escritura del niño, la presencia de padecimientos de tipo auditivo y/o visual en el niño, y el promedio logrado por los niños en los cursos de español al término del año escolar predicen aproximadamente un 40% del desempeño de los niños en todos los niveles de complejidad de las tareas de lectura y escritura evaluadas. Se discuten los resultados en términos de su implicación en la práctica docente.
Johnson, Nicole. „Curriculum-embedded reading tests as predictors of success on Florida Comprehensive Assessment Test in reading“. Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4944.
Der volle Inhalt der QuelleID: 031001447; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed June 27, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 31-34).
M.Ed.
Masters
Teaching, Learning and Leadership
Education
Johnson, Nicole. „Curriculum-Embedded Reading Tests as Predictors of Success on Florida Comprehensive Assessment Test in Reading“. Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5328.
Der volle Inhalt der QuelleM.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
Reading Education
Haarbauer-Krupa, Juliet K. „Language and Speech Predictors of Reading Achievement in Preschool Children with Language Disorders“. Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/57.
Der volle Inhalt der QuelleNewland, Lisa A. „Language, Social Interactions, and Attention as Predictors of Reading Development in Second Grade“. DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/2609.
Der volle Inhalt der QuelleUrso, Annmarie. „Processing Speed as a Predictor of Poor Reading“. Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195011.
Der volle Inhalt der QuelleBoston, Marisa Ferrara, John Hale, Reinhold Kliegl, Umesh Patil und Shravan Vasishth. „Parsing costs as predictors of reading difficulty: An evaluation using the Potsdam Sentence Corpus“. Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2011/5713/.
Der volle Inhalt der QuelleAtkinson, Lynette M. „A longitudinal investigation of the social, cognitive and social cognitive predictors of reading comprehension“. Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/a-longitudinal-investigation-of-the-social-cognitive-and-social-cognitive-predictors-of-reading-comprehension(266c7d0d-df06-4321-bf0c-4e95c5293ad5).html.
Der volle Inhalt der QuelleBücher zum Thema "Reading predictors"
DeTeso, Jeffrey A. Student-Teacher relationships as predictors of reading comprehension gains in 2nd grade. [New York, N.Y.?]: [publisher not identified], 2011.
Den vollen Inhalt der Quelle findenLesperance, Margaret. Development of phonological processing and predictors of reading skill in 7 year old children who were born prematurely. Ottawa: National Library of Canada, 1993.
Den vollen Inhalt der Quelle findenReading Achievement Predictors. Options Pub Inc, 2001.
Den vollen Inhalt der Quelle findenReading Achievement Predictors. Options Pub Inc, 2001.
Den vollen Inhalt der Quelle findenReading Achievement Predictors. Options Pub Inc, 2001.
Den vollen Inhalt der Quelle findenReading Achievement Predictors. Options Pub Inc, 2001.
Den vollen Inhalt der Quelle findenReading Achievement Predictors. Options Pub Inc, 2001.
Den vollen Inhalt der Quelle findenReading Achievement Predictors. Options Pub Inc, 2001.
Den vollen Inhalt der Quelle findenReading Achievement Predictors. Options Pub Inc, 2001.
Den vollen Inhalt der Quelle findenReading Achievement Predictors. Options Pub Inc, 2003.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Reading predictors"
Arnbak, Elisabeth. „Predictors of adult functional reading skills“. In Studies in Written Language and Literacy, 339–56. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/swll.11.23arn.
Der volle Inhalt der QuelleUhry, J. K. „Kindergarten Phonological Awareness and Rapid Serial Naming as Predictors of Grade 2 Reading and Spelling“. In Basic Functions of Language, Reading and Reading Disability, 299–313. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-1011-6_18.
Der volle Inhalt der QuelleDe Jong, Peter, und Aryan Van Der Leij. „General and Specific Abilities as Predictors of Reading Achievement“. In Problems and Interventions in Literacy Development, 49–62. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2772-3_3.
Der volle Inhalt der QuelleDascalu, Mihai, Philippe Dessus, Maryse Bianco und Stefan Trausan-Matu. „Are Automatically Identified Reading Strategies Reliable Predictors of Comprehension?“ In Intelligent Tutoring Systems, 456–65. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07221-0_57.
Der volle Inhalt der QuelleVerhoeven, Ludo, und Willy van Elsäcker. „Home and School Predictors of Reading Achievement in Linguistically Diverse Learners in the Intermediate Primary Grades“. In Literacy Studies, 65–76. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21136-7_5.
Der volle Inhalt der QuelleAbu Ahmad, Hanadi, Raphiq Ibrahim und David L. Share. „Cognitive Predictors of Early Reading Ability in Arabic: A Longitudinal Study from Kindergarten to Grade 2“. In Literacy Studies, 171–94. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8545-7_8.
Der volle Inhalt der QuelleOlofsson, Åke, und Jan Niedersøe. „Early Language Development and Kindergarten Phonological Awareness as Predictors of Reading Problems: From 3 to 8 Years of Age“. In Cross-Language Studies of Learning to Read and Spell, 289–303. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-1197-5_16.
Der volle Inhalt der QuelleLechner, Clemens M. „Patterns and Predictors of Literacy and Numeracy Development During Adulthood: Insights from Two Longitudinal Assessment Surveys“. In Methodology of Educational Measurement and Assessment, 87–112. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27007-9_4.
Der volle Inhalt der QuelleCoppens, Nina M. „Cognitive Characteristics as Predictors of Children’s Understanding of Safety and Prevention“. In Readings in Pediatric Psychology, 193–206. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1248-0_13.
Der volle Inhalt der QuelleGanbat, Mandukhai, Altantsetseg Badrakh, Byambajargal Shijir, Khosgarig Altantsatsralt, Mandakhbayar Nemekh und Nyamdemberel Tseveendorj. „Psychological Predictors of Credit Risk in Microcredit: A Microlending Case Study from Mongolia“. In Applied Psychology Readings, 43–66. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-2613-8_3.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Reading predictors"
Bhalloo, Insiya, Kai Leung und Monika Molnar. „Well-established monolingual literacy predictors in bilinguals“. In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.
Der volle Inhalt der QuelleRathi, Neil. „Dependency Locality and Neural Surprisal as Predictors of Processing Difficulty: Evidence from Reading Times“. In Proceedings of the Workshop on Cognitive Modeling and Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.cmcl-1.21.
Der volle Inhalt der QuelleTaboada Barber, Ana. „Beyond Traditional Predictors of Reading Comprehension in Spanish English Learners and English Monolingual Students“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442814.
Der volle Inhalt der QuelleHao, Tao. „Student 2018 PISA Reading Achievement: Identifying Predictors and Examining Model Generalizability for English Learners“. In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683754.
Der volle Inhalt der QuelleGalante, Michela. „Kindergarten Assessments of Cross-Linguistic Predictors of Later English Reading for Predominantly Spanish-Speaking Students“. In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1888856.
Der volle Inhalt der QuelleMakhoul, Dr Bahaa'. „Early Predictors for Reading Comprehension Difficulties Among Israeli Native Arabic–Speaking Pupils in Fourth Grade“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572592.
Der volle Inhalt der QuelleMakhoul, Dr Bahaa'. „Early Predictors for Reading Comprehension Difficulties Among Israeli Arabic-Native-Speaking Pupils in Fourth Grade“. In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1678051.
Der volle Inhalt der QuelleGalante, Michela. „Kindergarten Assessments of Cross-Linguistic Predictors of Later English Reading for Predominantly Spanish-Speaking Students“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888856.
Der volle Inhalt der QuelleRamazan, Onur. „Students' 2018 PISA Reading Self-Concept: Identifying Predictors and Examining Model Generalizability for English Learners“. In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685567.
Der volle Inhalt der QuelleCubilla-Bonnetier, Daniel. „Psycholinguistic and Pedagogical Predictors of Reading Comprehension and Fluency in Panamanian Second-Grade Students (Poster 37)“. In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2112568.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Reading predictors"
Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez und Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, Dezember 2020. http://dx.doi.org/10.18235/0003123.
Der volle Inhalt der QuelleQuin, Paul. Verbal Sequencing Ability as a Predictor of Reading Disability. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1595.
Der volle Inhalt der QuelleHallett, J. B. L51525 Sizing of Girth Weld Defects Using Focused Ultrasonic Beams. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), Januar 1987. http://dx.doi.org/10.55274/r0010202.
Der volle Inhalt der QuelleVaughan, Tanya, Sarah Richardson, Toby Carslake, Trisha Reimers, Greg Macaskill, Toby Newton, Nathan Zoanetti, Andrew Mannion und Martin Murphy. Building capacity for Quality Teaching Rounds – Victoria. Final report. Australian Council for Educational Research, Juni 2023. http://dx.doi.org/10.37517/978-1-74286-713-7.
Der volle Inhalt der QuelleAnderson, Gerald L., und Kalman Peleg. Precision Cropping by Remotely Sensed Prorotype Plots and Calibration in the Complex Domain. United States Department of Agriculture, Dezember 2002. http://dx.doi.org/10.32747/2002.7585193.bard.
Der volle Inhalt der QuelleSUPER-RESOLUTION RECONSTRUCTION AND HIGH-PRECISION TEMPERATURE MEASUREMENT OF THERMAL IMAGES UNDER HIGH- TEMPERATURE SCENES BASED ON NEURAL NETWORK. The Hong Kong Institute of Steel Construction, Juni 2024. http://dx.doi.org/10.18057/ijasc.2024.20.2.9.
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