Dissertations / Theses on the topic 'Comprehension development in 5'
To see the other types of publications on this topic, follow the link: Comprehension development in 5.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Comprehension development in 5.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." University of Sydney, 2006. http://hdl.handle.net/2123/1758.
Full textAbstract:
Master of Philosophy in EducationLiteracy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development- three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.
2
Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1758.
Full textAbstract:
Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development- three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.
3
Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1519.
Full textAbstract:
Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development-three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten literacy skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.
4
Hewitt, Anne. "The development of a British assessment of inferential and idiom comprehension for 5:00 to 9:11 year-old typically-developing children." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/618719/.
Full textAbstract:
Understanding of inferences and non-literal language, such as idioms, is critical for successful communication and academic learning. Assessment of inferential and idiom comprehension is essential for children who are showing difficulties in these areas so that appropriate intervention and support can be provided. There is very little information on the typical development of these specific areas of verbal comprehension in the literature and there are very few current assessments of inferential and idiom comprehension for British school-aged children. While many assessments that do exist have face validity, very few are standardised. Some children with comprehension difficulties do well on existing picture-based assessments of verbal comprehension but they demonstrate significant difficulties with more abstract language comprehension. There is a gap in the current battery of assessments available to paediatric speech and language therapists for assessing inferential and idiom comprehension in detail. The primary aims of this thesis were to develop a robust standardised British assessment of inferential and idiom comprehension for 5:00 to 9:11 year-old children, to provide supporting validity and reliability data for the newly devised assessment, to provide normative and statistically significant data for inferential and idiom comprehension in typically developing children aged 5:00 to 9:11, to provide qualitative information on the typical development of these areas of verbal comprehension and to carry out exploratory studies using the new assessment with children with communication impairments. Secondary aims of the study were to examine if there was any relationship between gender and test performance and between socio-economic status and test performance. A new assessment, the Hewitt Inferential Comprehension and Idioms Test (HICIT) was created following a review of the literature and of the existing assessments in these areas of verbal comprehension. A pilot study was carried out with sixty-two 4:06 to 10:06 year-old children in two primary schools in the North West of England. The fourteen section, 210 item pilot test was reduced to the twelve section, 140 item final version of the HICIT. This was then trialled with a further 200 children, aged 5:00 to 9:11, making an overall standardisation sample of 250 children. Normative data were provided from the application of descriptive and inferential statistics to the results. A two-way ANOVA examined the effects of age group and gender on test scores and a one-way ANOVA and post-hoc independent T tests looked at the relationship between socio-economic status and test performance. The construct validity of the test was examined with exploratory and confirmatory factor analyses. These demonstrated a single factor loading and good model fit measurements. The reliability of the test, as assessed by Cronbach’s Alpha was moderate, similar to an existing published British standardised verbal language assessment. Rasch analysis indicated that the internal consistency of the test was good. The inter-rater reliability of 98.6% was excellent. The descriptive and inferential statistics demonstrated that there was a developmental progression between the age groups for inferential and idiom comprehension but that there was no effect for gender. The idioms sub-section was the only section not to reach ceiling scores by 9:11. The results for the relationship between socio-economic status and test scores were inconclusive. Quantitative analysis of the HICIT data demonstrated that the test is a robust assessment of inferential and idiom comprehension. Some sub-tests of the test are more robust with different age groups so different versions of the test could be used with different age groups. Qualitative analysis of the test responses, exploratory case studies using the HICIT to assess four children with communication impairments and feedback from practising speech and language therapists produced useful information on the possible applications of the test and suggested that it could be very useful to assist in differential diagnosis of different types of communication impairments.
5
Toba, Joyce Raquel. "Compreensão literal e inferencial em crianças com distúrbio específico de linguagem." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/5/5162/tde-03092010-093942/.
Full textAbstract:
O diagnóstico precoce das alterações de compreensão oral é imprescindível para a intervenção efetiva. Porém, avaliar a compreensão é uma tarefa difícil, pois estratégias compensatórias podem mascarar dificuldades. Dada a importância de instrumentos apropriados para a avaliação de habilidades receptivas, o estudo comparou crianças com Distúrbio Específico de Linguagem (DEL) com um Grupo Controle quanto à compreensão de discurso. Participaram do estudo 47 sujeitos, distribuídos em dois grupos: Pesquisa e Controle. No Grupo Pesquisa, havia 21 sujeitos com DEL entre 8:0 e 8:9 anos, frequentadores do Laboratório de Investigação Fonoaudiológica em Desenvolvimento da Linguagem e suas Alterações da Universidade de São Paulo. No Controle, 26 sujeitos com desenvolvimento normal de linguagem entre 7:10 e 8:11 anos, frequentadores de duas escolas públicas de São Paulo. Ambos os grupos responderam a perguntas literais e inferenciais sobre duas narrativas gravadas digitalmente. Os materiais e os procedimentos basearam-se nos critérios de Bishop e Adams (1992), Norbury e Bishop (2002). Havia três formas de resposta: espontânea, com incentivo e por múltipla escolha. Priorizou-se a primeira. Ausente a resposta, forneceu-se auxílio na forma de encorajamento ou de alternativas. Utilizou-se um sistema de três pontos para a análise quantitativa das respostas. As completamente corretas receberam dois pontos. As parcialmente corretas, um ponto. Já as ausentes ou totalmente incorretas, nenhum. Os erros foram classificados quanto à natureza em: (1) Alternativa Incorreta; (2) Falha de Compreensão Literal; (3) Inferência Errada; (4) Resposta Atípica I; (5) Resposta Atípica II e (6) Falha de Compreensão do Escopo da Pergunta. Foram observadas diferenças quantitativas e qualitativas entre os grupos. O teste não paramétrico de Wilcoxon revelou que o Grupo Pesquisa obteve pontuações estatisticamente mais baixas, tanto em compreensão literal como inferencial de discurso. Ambos os grupos produziram predominantemente respostas espontâneas. Porém, a Análise de Variância demonstrou que as crianças com DEL precisaram de alternativas com mais frequência. Essa análise também confirmou diferenças nos padrões de erro. A tipologia de erro predominante em ambos os grupos foi a Inferência Errada. Contudo, o Grupo Pesquisa cometeu os seguintes erros com mais frequência que o Controle: Alternativa Incorreta, Falha de Compreensão Literal e Resposta Atípica I. Por fim, o Modelo de Regressão de Poisson revelou que o desempenho do grupo com DEL esteve diretamente relacionado ao tempo de terapia e inversamente à idade. Em suma, as crianças com DEL apresentaram desempenho quantitativa e qualitativamente pior que os pares cronológicos na tarefa de compreensão de discurso. Tais resultados corroboram os achados descritos na literatura. Portanto, reforçam a necessidade de identificação precoce das dificuldades de compreensão de escolares com DELEarly identification of comprehension deficits is of extreme importance for effective intervention. However, assessing comprehension is challenging. Comprehension problems may be not entirely obvious due to compensatory strategies. Seeing that appropriate instruments are crucial, this study compared schoolchildren with SLI to age-matched peers in a comprehension task. Two groups participated in this research: SLI (n=21, age range: 8:0 8:9 years) and Control (n=26, age range: 7:10 8:11 years). Subjects with SLI were recruited from a language unit affiliated to University of São Paulo, whereas age-matched peers, from public schools. Both groups answered to literal and inferential questions about two digitally recorded narratives. Material and procedure were based on criteria proposed by Bishop and Adams (1992), Norbury and Bishop (2002). Spontaneous responses were encouraged. In case of no response, children were helped. The researcher provided them with either encouragement or multiple choices. The responses were scored according to a 3-point scoring system. Correct and fully adequate responses received two points. Partial responses received one. No response or incorrect ones received no point. Wrong responses were classified into six typologies: (1) Incorrect Alternative; (2) Failure of Literal Comprehension; (3) Wrong inference; (4) Odd Response I; (5) Odd Response II and (6) Scope of Question Misunderstood. According to Wilcoxon Test, the SLI group performed poorly in literal and inferential comprehension of discourse. Both groups produced mostly spontaneous responses. However, ANOVA revealed that children with SLI needed alternatives more often. This analysis also confirmed that there were different error patterns. In both groups, Wrong Inference was the predominant error. Nevertheless, the SLI group used these typologies more often: Incorrect Alternative, Failure of Literal Comprehension and Odd Response I. The Poisson Regression was carried out in order to verify whether age, intervention time and level of education affected performance of children with SLI. This model showed that performance was directly related to intervention time and inversely connected with age. Concluding, the group with SLI performed quantitative and qualitatively worse than age-matched peers in the comprehension task. The results support the necessity of early identification of comprehension deficits in schoolchildren with SLI
6
Puglisi, Marina Leite. "Compreensão de sentenças em crianças com desenvolvimento normal de linguagem e com distúrbio específico de linguagem." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/5/5162/tde-07052010-163722/.
Full textAbstract:
INTRODUÇÃO: Tarefas de compreensão de sentenças exigem grandes demandas de processamento linguístico e consistem em uma ferramenta útil para investigar diferenças entre o desempenho de crianças de diferentes grupos. O objetivo desta tese foi verificar a existência dos efeitos crosslinguísticos, sócio-econômicos e do Distúrbio Específico de Linguagem (DEL) nas habilidades de compreensão de sentenças de crianças pequenas. MÉTODO: Participaram deste estudo 269 crianças de 4 a 6 anos, divididas em quatro grupos: 1) Brasileiras de escola pública; 2) Brasileiras de escola privada; 3) Inglesas de escola pública; e 4) Brasileiras com DEL, de escola pública. As sentenças utilizadas neste estudo exigiam a compreensão de duas variáveis lingüísticas: a ordem das palavras e o morfema gramatical de número. RESULTADOS: O efeito sócio-econômico foi caracterizado por uma dificuldade específica em processar a informação morfológica de número. Houve um pequeno efeito crosslinguístico, especialmente relacionado à compreensão da ordem das palavras. A principal diferença entre os grupos foi encontrada para as crianças com DEL: enquanto as mais novas apresentaram padrões atípicos de resposta, as mais velhas tiveram um desempenho semelhante ao das crianças mais novas, em desenvolvimento normal de linguagem, pertencentes a baixos níveis sócio-econômicos. CONCLUSÕES: Os achados indicaram que o desempenho de crianças de 4 a 6 anos nesta prova de compreensão foi diferente de acordo com o grupo estudado, evidenciando efeitos sócio-econômicos, crosslinguísticos (embora em menor extensão) e do DEL. Esta prova foi particularmente útil para discriminar as crianças com DEL das demais, contribuindo para o diagnóstico da patologia.INTRODUCTION: Sentence comprehension tasks require high linguistic processing demands and constitute an useful tool for investigating differences between various groups of children. The aim of this thesis was to verify the existence of crosslinguistic, socio-economic and Specific Language Impairments (SLI) effects on young childrens sentence comprehension abilities. METHODS: Participated on this study 269 children aged 4 to 6 years-old, divided into four groups: 1) Brazilian children from state schools; 2) Brazilian children from private schools; 3) English children from state schools; and 4) Brazilian SLI children from state schools. The sentences used in this study required the comprehension of two linguistic variables: word order and the number grammatical morpheme. RESULTS: The socioeconomic effect consisted on a significant difficulty in processing number morphological information. There was a small crosslinguistic effect, particularly related to word order comprehension. The main difference between groups was found for SLI children: while the youngest group showed atypical patterns of response, the oldest one performed similarly to younger children within normal language development, from low socioeconomic status. CONCLUSIONS: The findings indicated that 4- to 6-yearold childrens performance on this sentence comprehension test varied regarding group, demonstrating socio-economic, crosslinguistic (although in less extent) and SLIs effects. This test was particularly useful to discriminate between SLI and normally developing children, contributing to differential diagnosis.
7
Almeida, Maria Inês Sá Correia Leite de. "Como é que as crianças de 3, 4 e 5 anos resolvem a tarefa de comparação de numerosidade de conjuntos?" Master's thesis, Instituto Superior de Psicologia Aplicada, 2003. http://hdl.handle.net/10400.12/293.
Full textAbstract:
Dissertação de Mestrado em Psicologia EducacionalEste trabalho teve como base três objectivos, que passamos a descrever; avaliar se as estratégias parentais a que os pais recorrem para lidar com as emoções positivas e negativas expressas pelos seus filhos estão ou não associadas; estudar a relação entre as reacções parentais a essas expressões emocionais e o desenvolvimento de competências sociais e interpessoais da criança, através de relatos maternos, paternos e das educadoras; verificar se existem diferenças significativas na forma como os pais lidam com as emoções dos filhos em função do género. Teve como universo populacional os pais e as mães de crianças com 5 anos, a frequentarem o último ano do pré-escolar em estabelecimentos de ensino privado, e as suas educadoras, perfazendo um total de 32 crianças, 31 mães, 30 pais e 5 educadoras. Foram utilizados os seguintes instrumentos: para a avaliação das reacções parentais ás emoções negativas e positivas das crianças utilizaram-se, respectivamente, uma versão traduzida reduzida do Coping with Children's Negative Emotions Scale (CCNES, Fabes, Eisenberg & Bemzweig, 1990; in Melo, 2005) e o Questionário de Coping com as Emoções Positivas-Pais (QCEP, Melo, Moreira & Soares, 2004). A avaliação das competências sociais e interpessoais da criança foi feita através da Escala de Competências Sociais e de Avaliação do Comportamento (versão reduzida e traduzida do Social Competence and Behavior Evahation, SCBE-30, Lafraniere & Dumas, 1998; in Veríssimo, 2001) e a Escala de Competências Interpessoais (versão traduzida da Interpersonal Competence Scale, ICS-T, Caims, Leung, Gest & Cairns, 1995; in Veríssimo, 2001). Relativamente aos resultados, apesar das escassas associações encontradas entre as reacções maternas e paternas às expressões emocionais dos filhos, foi possível confirmar a influência dessas mesmas reacções no desenvolvimento das competências sociais e interpessoais da criança, tendo-se verificado também a existência de associações entre os relatos dos progenitores e das educadoras em relação às avaliações das referidas competências. Face às diferenças em função do género, constatou-se que os pais, mas não as mães, reagiam de forma mais negativa às expressões emocionais negativas e positivas das raparigas.
8
Cena, Johanna E. 1971. "An investigation of the efficacy of a vocabulary intervention using vocabulary enhanced systematic and explicit teaching routines (VE SETR) on first grade Spanish readers' vocabulary development and reading comprehension." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10200.
Full textAbstract:
xv, 110 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.In this dissertation study, the efficacy of Vocabulary Enhanced Systematic and Explicit Teaching Routines (VE SETR) as a vocabulary intervention was examined for first grade Spanish-speaking English Language Learners (ELLs). The quasi-experimental study included two groups of elementary students in two schools that had an "early exit" Spanish language arts programs, meaning students are instructed in their native languages for the purposes of early reading instruction for 2-3 years before they are transitioned to reading in English. The study examined the efficacy of a 15 minute daily vocabulary intervention using VE SETRs to enhance the vocabulary instruction in a first grade Spanish reading program. The VE SETR treatment cohort of students received 75 minutes of core reading instruction using the Macmillan McGraw-Hill reading curriculum, Tesoros, in conjunction with systematic and explicit teaching routines (SETR) that addressed all areas of reading instruction (e.g., phonics, phonemic awareness, fluency, vocabulary and comprehension) plus 15 minutes of small group VE SETR instruction. The SETR comparison group received 90 minutes of the general core-reading curriculum using Tesoros and the SETRs only, without the 15 minutes of vocabulary enhanced instruction. The study examined whether the VE SETR intervention improved vocabulary development for students in the VE SETR treatment cohort. Assessment measures included the Bilingual Verbal Ability Test (BVAT), the Test de Vocabulario en Imagenes Peabody PVT-III (TVIP), Indicadores Dinámicos del Éxito en la Lectura (IDEL) oral reading fluency measure and the Depth of Knowledge (DOK) measure. Research findings indicated a statistically significant difference in favor of VE SETR treatment on students' ability to define and use target vocabulary words as measured by the Depth of Knowledge assessment. However, the VE SETR treatment had no statistically significant effect on the treatment students' oral reading fluency and on their receptive vocabulary as measured by the TVIP, or their bilingual verbal ability as measured by the BVAT. Overall, the VE SETR treatment had a positive effect for the VE SETR treatment group on one of the four measures.
Committee in charge: Edward Kameenui, Chairperson, Special Education and Clinical Sciences; Gerald Tindal, Member, Educational Leadership; Paul Yovanoff, Member, Educational Leadership; Scott Baker, Member, Not from U of 0; Robert Davis, Outside Member, Romance Languages
9
Karlsson, Lina. "Språkutvecklande stödstrukturer : En observations- och intervjustudie om lärares arbete med läsning i SO i åk 4–5." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-90802.
Full textAbstract:
The curriculum for social studies is designed in a way where knowledge is assessed through the students’ expressive language skills. Much of the knowledge is also expected to be gained through reading. The purpose of this study is to examine what types of scaffolding teachers can create for students reading social studies nonfiction texts in grades 4–5. The study is based on observations and interviews with three teachers. The material was subsequently analysed based on characteristics in language development methods, showing that teachers do not emphasise the importance of language for learning when teaching. The results also show that students, to a small extent, are used as supporting resources for one another and that teachers themselves take up much of the talking space in the classroom. During structured oral text instruction teachers request short answers, that are evaluable rather than allowing time for interrogative and reflective discussions. The effect of the teacher centered teaching is that the students are passivate instead of challenged with cognitively demanding tasks where scaffolding can enable a potentially higher learning level.
10
Stables, Roderick Gwyn. "The effects of text organization and headings on grade 5 through 10 students’ written recall of expository prose with emphasis on grades 5 and 6." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25535.
Full textAbstract:
This study investigated the effects of headings and text organization on grade 5 through 10 students' written recall of expository prose passages written in a classification/description mode. Emphasis was placed on the results from students in grades 5 and 6. This study was a component of a three part study. The other two parallel studies emphasized grades 7 and 8 (King, 1985) and 9 and 10 (Gibbs, 1985). Each subject read and recalled two passages: one written at his or her grade level and one written at a low readability level. Performance on the written recalls from passages with headings and without headings was examined on the basis of the number of superordinate and subordinate ideas recalled, the superordinate and subordinate organization, and the format. Developmental trends were investigated by including the data from the two parallel studies (Gibbs, 1985; King, 1985).
There was some evidence that headings had a significant positive effect on the number of superordinate ideas recalled from a passage of low readability. Some significant differences indicated negative effects by headings. The majority of differences, however, were not significant. Developmental trends in grades 5 through 10 were noted in the number of ideas recalled on a low readability passage and the format used on the written recalls. Implications for instruction and suggestions for further research are discussed.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
11
Sargusingh-Terrance, Lisa Merlene. "Reading Comprehension Instruction of Effective Grades 5 and 6 Saint Lucian Teachers." The University of Waikato, 2008. http://hdl.handle.net/10289/2506.
Full textAbstract:
This study set out primarily to investigate the nature of reading comprehension instruction in Saint Lucia, and to examine the explanations of teachers with regard to the factors that they perceive contribute to Grade 6 students' failure in the main idea comprehension test in the national Common Entrance Examination in Saint Lucia. Four effective Grades 5 and 6 teachers (two per grade) from two Saint Lucian primary schools participated in a total of four individual semi-structured interviews and were observed in their regularly scheduled reading comprehension lessons. A total of 27 lessons were observed and audio tape-recorded to examine the nature of reading comprehension instruction in the classrooms. From this cohort of lessons, a sample of 16 lessons was randomly selected and transcribed to determine the presence of direct instruction in comprehension strategies, and the quality of instruction that took place. This quality was measured and described in terms of the elements of the Direct Instruction Model (Pearson Dole, 1987), the nature of questioning, and time allotted to instruction. This data was also used to make comparisons between Grades 5 and 6 classes. The results show that the four teachers perceived that there are four areas of blame for students' poor performance in reading comprehension: the teacher's inability to instruct, the students' poor decoding and comprehension abilities, the inadequacy of the main idea test, and the teaching materials available for teaching comprehension. However, the main factor perceived by teachers as contributing to the students' poor performance is teachers' inability to instruct. Nonetheless, the observation of the Grades 5 and 6 effective teachers' reading comprehension lessons showed that these teachers were indeed teaching a number of comprehension strategies. They relied predominantly on the question answering strategy in all their lessons which was mainly taught in combination with other strategies. However, it was the teaching of summarization through the main idea that was the dominant strategy more explicitly taught in 7 of the 16 lessons observed, appearing more frequently in the Grade 6 classes. An assessment of the quality of the reading comprehension instruction revealed that 11 of1 6 lessons, included all the four elements of direct instruction, and were rated as 'excellent' in quality. None of the lessons had fewer than two elements identified on the model. An assessment of the types of questions asked also showed that questioning was used both for the purpose of assessment and as an instructional strategy. The timing of the lessons support the quality of instruction, as 90% of the total time observed was allotted to instruction. The greater portion of that time went to guided practice (38%) and independent practice (33%) of reading comprehension strategies. This study shows that explicit comprehension instruction of strategies is evident in the reading comprehension classes of the 4 effective Saint Lucian Grades 5 and 6 teachers. It is therefore recommended that educational officials ensure that similar practices are maintained in other Saint Lucian classes, that the reading comprehension instruction practices of a wider cross section of Saint Lucian teachers be examined, and that future research looks into other probable causes of students' failure on the main idea comprehension test.
12
Brown, Gail. "The efficacy of question-answering instruction for improving year 5 reading comprehension /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060419.122133/index.html.
Full text
13
McKay, Michael T. "The development and comprehension of conventional metaphors." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004339.
Full text
14
Kiss, Fabian. "Documenting for Program Comprehension in Agile Software Development." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20393.
Full textAbstract:
Program comprehension, i.e. to understand from its source code what a computer programdoes, is crucial for change and maintenance in software development. In this thesis, it is lookedfor innovative documentation techniques and tools that support program comprehension, butthat are also conform to agile values and principles – commonly, documentation is consideredcritical due to the agile value “working software over comprehensive documentation.”1 First,a research framework is developed that embodies detailed requisites for such techniques andtools. Apart from its internal use for examining techniques and tools subsequently obtainedfrom a literature search, this framework is intended to be likewise employed by software practitioners.Eventually, the findings of a series of survey studies conducted in an industrial softwareorganization for the primary purpose of evaluating the obtained techniques and tools are analyzed.Three innovative techniques that meet all requisites are revealed. These are regarded bypractitioners independently from the support of program comprehension as helpful for a changeimpact analysis conducted by non-developers. Therefore, a requisite deduced from the highestpriority in agile software development – customer satisfaction – is met. It says that a techniqueor tool has to directly induce a benefit for non-developer stakeholders besides the benefits forthem which are indirectly induced by the support of program comprehension, e.g. a potentiallyimproved source code quality. Further, the technique most beneficial for developers as well asfor non-developers among the three techniques is identified, which bases on design rationales– textual information related to the source code that states the reasons why a part of the programhas been implemented in a certain way. Secondarily, the studies revealed that the researchframework is difficult to understand for practitioners due to its unstructured form.Program: Magisterutbildning i informatik
15
Wong, Wai-kee Clara. "An evaluation of a vocabulary-training and text-based English reading programme for students in a Band 5 school." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811164.
Full text
16
Murphy, Judith E. "The development of a reading test for inferential comprehension /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17122.pdf.
Full text
17
Woolley, Gary Ernest. "The Development, Documentation, and Evaluation of a Strategy-Training Program for Primary School Students With reading Comprehension Difficulties." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365975.
Full textAbstract:
This research developed from a documented need to enhance the reading skills of students with comprehension difficulties, who despite initial interventions in the early years of schooling, still had reading problems that persisted into high school. The study also responds to the need for more sophisticated programs that effectively facilitate primary children's use of complex reading comprehension strategies, within a tutoring and mentoring framework. The main aim of this research was the development, documentation, and evaluation of the Comprehension of the Narrative tutoring program for primary school students with reading comprehension difficulties. The intervention was based on three theoretical notions. The first, learning is a socially constructed process (Becker & Luthar, 2002; Vygotsky, 1978). The second, student's use of visual imagery connects the reading text to the reader's own experiences and provides a strategy that facilitates recall and comprehension of the text (Eddy & Glass, 1981; Kosslyn, 1976; Romeo, 2002). The third, student's reading comprehension is an outcome of six interactive factors: (1) the historical/cultural context, (2) the social context, (3) the instructional context, (4) the task environment context, (5) the text context, and (6) the reader context (Pearson & Raphael, 1990). The student participants in this research were selected according to their reading achievement scores from whole class screening procedures using the Test of Reading Comprehension TORCH (Mossenson, Hill, & Masters, 1987). Additional information was collected on the students using the Neale Analysis of Reading (1988), the students' attitude to reading survey, the classroom teachers' survey, and students' level of book reading. The 72 participants (male 38 and female 34) were drawn from Years 5 to 7, from a large metropolitan independent coeducational primary school on the Gold Coast, Australia. The tutors were parents who volunteered their time and who were educated and mentored on the strategies and procedures outlined in the Comprehension of the Narrative tutoring program. The results demonstrated that students who participated in the tutoring intervention made significant gains in their reading and comprehension abilities as well as in their attitudes towards reading, compared to their peers in the control group who received no intervention by adult tutors. These intervention-based improvements were maintained over time. This original research documents the effectiveness of four strategic elements that collectively enhanced students' reading performance by utilizing: (1) visual and verbal comprehension strategies, (2) controlled levels of text and task difficulty, (3) systematic metacognitive focused instruction procedures, and (4) well trained and mentored tutors.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Full Text
18
Larsson, Sofi, and Ove Lundberg. "Listening comprehension : Digital technology and its effect on the L2 learner’s listening comprehension." Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160967.
Full textAbstract:
The rapid development of new technologies and how these are affecting school age children is in this day and age an area of growing importance. In the context of second language (L2) acquisition, it has been noted that spare time activities of a digital nature impact those pupils who spend more time on activities such as online gaming in the target language than average (Sundqvist 2019, 95-103). The aim of the current study was to investigate the possible effect three different digital spare time activities (computer and video games, movies and music) have on listening comprehension. This when English is the dominant language in the activities, and the focus is on 6th grade children. The method used was a comparison made between a language diary homework, consisting of the participants’ estimated number of hours spent on digital spare time activities, and the results of a listening exercise. The results show that there is a positive correlation between the results of the listening comprehension test and the number of hours spent on digital spare time activities. Also, repeated exposure to the target language in a digital spare time context does, therefore, affect second language acquisition to a limited extent. The conclusion was that in order to come to a more conclusive answer regarding the correlation between digital spare time activities and English listening comprehension, more research is needed.I samband med andraspråksinlärning har det noterats att digitala fritidsaktiviteter påverkar de elever som spenderar mer tid på denna sorts aktiviteter (Sundqvist 2019, 95–103). Syftet med den aktuella undersökningen blev således att undersöka den möjliga effekt digitala fritidsaktiviteter, på engelska, har på just engelsk hörförståelse. De tre utvalda aktiviteterna är här digitala spel, film och musik. Engelska är alltså målspråket och fokusgruppen är sjätteklassare. Metoden som användes var en jämförelse mellan resultaten av en språkdagbok, bestående av det antal timmar som deltagarna angett att de spenderar på digitala fritidsaktiviteter under en genomsnittlig vecka, samt resultat inhämtade från en hörövning. Resultatet visar att det finns en positiv korrelation mellan resultaten på hörförståelsetestet och antalet timmar som spenderas på digitala fritidsaktiviteter. Vidare visade det sig att upprepad exponering för målspråket i ett digitalt sammanhang påverkar andraspråksinlärning i en begränsad utsträckning. Slutsatsen blev därmed att det krävs mer forskning för att komma fram till ett definitivt svar angående sambandet mellan digitala fritidsaktiviteter och engelsk hörförståelse.
19
Stols, Jeanette. "The role of comprehension strategy practices in reading literacy achievement of Grade 4 and 5 learners." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/27629.
Full textAbstract:
What is the role of reading comprehension strategy practices in Grades 4 and 5 learners’ reading literacy achievement in the South African Progress in International Literacy (PIRLS) 2006 study? Herein lies the main question of this study. South Africa’s participation and perpetually poor performance in more than one international study highlights literacy as a serious problem in South Africa. The results of literacy studies such as SACMEQ II 2000, the 1999 MLA study, and in particular, the South African PIRLS 2006 study, revealed the predicament in which South African primary education finds itself. The results of these studies emphasise the consistently poor reading literacy achievement by South African primary school learners. The findings that emanated from the South African Progress in International Literacy (PIRLS) 2006 study, showed considerable differences between the various groups of learners in South Africa. The following examples will indicate the differences in reading literacy achievement. The South African Grade 4 learners achieved an average score of 253 (SE=4.6). The Grade 5 learners achieved an average score of 302 (SE=5.6). Both these scores fall far below the fixed international average of 500 (Howie et al. 2007, p. 23). However, in an analysis of the eleven official languages in the PIRLS 2006 study, learners from the Afrikaans language group achieved the highest scores with the Grade 5 girls achieving an average of 427 (SE=11.6). The aim of the study was to identify the effective reading comprehension strategies used at a primary school where the highest scores in South Africa were achieved, then to determine the role that reading comprehension strategies played in literacy achievement as uncovered in the PIRLS 2006 study. This research was conducted at an Afrikaans speaking school in Gauteng where the learners achieved the highest scores in PIRLS 2006. Based on a review of the literature, the study focused on five reading comprehension strategies, namely, identifying main ideas; making inferences; questioning; mental imagery and summarising. These reading comprehension strategies were underpinned by the processes of comprehension outlined for PIRLS 2006 and the PIRLS 2006 model of Contexts for the Development of Reading Literacy was used as a conceptual framework for this study. A profile of Afrikaans Grade 4 and 5 teachers was compiled based on the analysis of the PIRLS 2006 Afrikaans teacher questionnaire data. Teacher profiles consisted of teachers’ biographical information such as age and gender, and their academic and professional background. The practice of reading comprehension strategies was tested on data from a case study of one Grade 4 and one Grade 5 Afrikaans teacher. The findings of the study showed that the use of teaching reading comprehension strategies are essential for learners to achieve any standard of reading literacy. A high standard of reading literacy mainly stems from teachers who perform reading comprehension strategy practices that will mirror the orchestration of instructional strategy activities and comprehension assessment activities. It appears that effective teachers of reading comprehension operate as conductors to guide learners during the reading comprehension process into a constant reader-text-activity dynamic, which enables readers to bring vocabulary and strategy knowledge to the act of reading. The role that reading comprehension strategy practice plays on learners’ reading literacy achievement is illustrated in PIRLS 2006. CopyrightDissertation (MEd)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
20
Gilbert, Marion Grantham Youngs Richard Chalmer. "Cognitive development and humor comprehension with implications for teaching methodology." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9115223.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1990.Title from title page screen, viewed November 23, 2005. Dissertation Committee: Richard C. Youngs (chair), Walter D. Pierce, Elmer A. Lemke, Larry D. Kennedy. Includes bibliographical references (leaves 69-76) and abstract. Also available in print.
21
Kwok, Ka-po Carol. "Development of reading of Chinese characters in school age children an implication to the stage model of reading development /." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B42005176.
Full textAbstract:
Thesis (B.Sc)--University of Hong Kong, 2007."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2007." Includes bibliographical references (p. 29-30). Also available in print.
22
Henriksson, Erika, and Hanna Müllerström. "Läsförmåga hos elever i årskurs 3 och 5 samt hos elever i årskurs 5 med autismspektrumtillstånd." Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-118535.
Full textAbstract:
Syftet med föreliggande studie var att undersöka läsförmåga hos yngre elever med eller utan autismspektrumtillstånd. Sammanlagt deltog 72 elever i studien; 30 i årskurs 3, 31 i årskurs 5 samt 11 i årskurs 5 med Aspergers syndrom/högfungerande autism. Tre texter med tillhörande fakta- och inferensfrågor (Bishop & Adams, 1992) presenterades på tre olika sätt; uppläst, tyst läsning och tyst läsning med textstöd vid efterföljande frågor. I föreliggande studie beaktades även andra variabler i relation till läsförståelse; ordavkodningsförmåga, verbalt arbetsminne, Theory of Mind samt ordförråd. Utgångspunkten för metoden var en tidigare magisteruppsats i logopedi vid Linköpings Universitet av Nyström och Söderqvist (2013). Resultatet visade ett högre resultat för lässättet tyst läsning med textstöd och för frågetypen faktafrågor. Gällande lässätt i förhållande till frågetyp fick faktafrågor högre resultat då texten fanns tillgänglig vid efterföljande frågor, medan resultatet på inferensfrågorna inte påverkades av olika lässätt. Eleverna i årskurs 5 presterade bättre på tyst läsning samt på inferensfrågor än de i årskurs 3. Ett samband mellan textförståelse och andra variabler återfanns för årskurs 3 och årskurs 5, främst gällande ordförråd. Inga statistiskt signifikanta skillnader återfanns mellan eleverna med Aspergers syndrom/högfungerande autism och de andra undersökningsgrupperna, vilket kan bero på att gruppen hade få deltagare och stor spridning. Slutsatser utifrån föreliggande studie är att årskurs 5 har en mer utvecklad läsförmåga än årskurs 3. Elever med Aspergers syndrom/högfungerande autism i årskurs 5 ligger resultatmässigt mellan årskurs 3 och 5, men skillnaderna är inte statistiskt signifikanta.The aim of the present study was to examine reading ability in younger students with or without autism spectrum disorder. In total, 72 students participated; 30 in grade 3 (9-10 years old), 31 in grade 5 (11-12 years old) and 11 in grade 5 with Asperger syndrome/high-functioning autism (11-12 years old). Three texts with related literal and inference questions (Bishop & Adams, 1992) were presented through listening, silent reading or silent reading with text support during questions. The study also examined other variables in relation to the texts; word reading ability, verbal working memory, Theory of Mind and vocabulary. The methodological foundation was a study by Nyström and Söderqvist (2013). When including all participants, analysis showed that the text presentation silent reading with text support and the question type literal questions lead to higher results. Regarding text presentation in relation to question type the results on the literal questions improved with text support whilst text presentation did not affect results on the inference questions. Regarding silent reading and inference questions grade 5 performed better than grade 3. Correlations between text comprehension and other variables, mainly vocabulary, were found for grade 3 and 5. No statistically significant differences were found for students in grade 5 with Asperger syndrome/high-functioning autism compared to the other groups. This may be due to the group’s wide distribution and small size. Conclusions are that grade 5 has a more developed reading ability than grade 3. The results of the students with Asperger syndrome/high-functioning autism in grade 5 do not statistically significant differ from students in grade 3 or grade 5.
23
Issa, Sarah. "Améliorer la comprehension moléculaire du syndrome de Waardenburg." Thesis, Paris Est, 2017. http://www.theses.fr/2017PESC0012.
Full textAbstract:
Le syndrome de Waardenburg (WS) est une neurocristopathie englobant des anomalies auditives et pigmentaires et est due à l'absence de mélanocytes dans les cheveux, la peau, les yeux et la cochlée. D'autres signes cliniques comme les anomalies musculo-squelettiques ou craniofaciales, la maladie de Hirschsprung ou des anomalies neurologiques caractérisent les différents sous-types de ce syndrome (WS1-WS4).Depuis la mise en évidence de PAX3 en 1992, cinq gènes majeurs ont été liés au WS. Néanmoins, un grand nombre de cas restent inexpliqués, particulièrement dans le WS2 qui est le sous-type le plus difficile à diagnostiquer cliniquement, du fait de l’absence d’autre signe caractéristique. Les cinq principaux gènes, PAX3, MITF, SOX10, EDNRB et EDN3, semblent faire partie d'un réseau de régulation génique.Le but de mon projet de doctorat portait sur l’amélioration de la compréhension moléculaire et génétique du WS2. Ainsi, un séquençage d’exome a été réalisé sur des trios et des familles atteints de WS2.Après l'identification d'une mutation de EDNRB (précédemment impliqué dans le WS4) chez un patient présentant un WS2, le criblage d'autres cas a révélé des variations supplémentaires dans ce gène. Des investigations cliniques complémentaires, des études moléculaires et des tests fonctionnels in vitro ont révélé un mode d'hérédité dominant avec une pénétrance incomplète. Nous avons estimé que les mutations du gène EDNRB étaient responsables de 5-6% des cas de WS2. Cette découverte contribue à une meilleure compréhension des voies de signalisation moléculaires de ce syndrome et confirme sa complexité génétiqueWaardenburg Syndrome (WS) is a neurocristopathy that encompasses both auditory and pigmentary abnormalities and is usually due to an absence of melanocytes from the hair, skin, eyes and cochlea. Additional clinical findings such as musculoskeletal or craniofacial abnormalities, Hirschsprung disease or neurological deficiencies characterize the different subtypes of this syndrome (WS1-WS4).Starting with PAX3 in 1992, five major genes have been linked to WS. Nevertheless, a lot of cases remain unexplained, especially in WS2, which is the most difficult subtype to diagnose on the clinical point of view as it lacks any other feature. The five main genes; PAX3, MITF, SOX10, EDNRB and EDN3, seem to be part of a gene regulatory network.My PhD project was to enhance the molecular and genetic understanding of WS2. To do so, whole exome sequencing was performed on trios and families with WS2. After the identification of a mutation in EDNRB (previously involved in WS4) in a WS2 patient, screening of other cases revealed additional variations in this gene. Complementary clinical investigations, molecular studies and in vitro functional tests unraveled a dominant mode of inheritance with incomplete penetrance. We evaluated EDNRB mutations to be responsible for 5-6% of WS2 cases. This discovery helps in better understanding the molecular pathways of this syndrome and further confirms its genetic complexity
24
Roberts, Elizabeth. "Autism and reading comprehension : bridging theory, research and practice." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018561/.
Full textAbstract:
Existing research investigating the reading abilities of children with a diagnosis of an Autism Spectrum Condition (ASC) has consistently identified reading comprehension difficulties in this group alongside well-developed word recognition (decoding) skills. However, this is currently an underresearched area, particularly in relation to identifying impairments in component discourse level comprehension skills involved in the complex task of deriving meaning from text, and developing interventions to improve reading comprehension for children with an ASC. Study One investigated the reading, cognitive and receptive language abilities of 24 children (10 - 12 years) with a clinical diagnosis of an ASC. All children attended a mainstream primary or secondary school in an outer London Local Authority. Children were involved in the research during the period of primary to secondary transition, either in the final term of primary (Year 6) or first two terms of secondary school (Year 7). Standardised measures of reading accuracy, reading comprehension, word reading, cognitive ability and receptive language abilities were obtained and a number of discourse level comprehension skills assessed: comprehension monitoring, anaphoric reference, knowledge of story structure, identification and agreement of pronouns, prediction, text-connecting and global coherence inference. Semistructured interviews were carried out to gain an insight into children with ASC's as "readers". Findings highlighted the heterogeneity of reading and cognitive profiles and receptive language abilities in children with ASC's. The majority of the sample scored within the average range for both standardised measures of reading accuracy and comprehension, however a discrepancy between standard scores for the two component skills (accuracy > comprehension) characterised the sample. Measures of verbal abilities and receptive language abilities were found to be significantly associated with both reading comprehension, reading accuracy and word reading. Individual differences were found in relation to strengths and weaknesses in component comprehension skills, however common difficulties with comprehension monitoring, global coherence inferences and prediction were apparent within the sample. Study Two involved the development of a reading comprehension intervention involving three children from Study One, in their first term of secondary education. Analysis of the children's component comprehension skills informed the development of an individually tailored intervention; facilitating the children's awareness and development of skills and processes involved in reading comprehension. The intervention utilized a think-aloud procedure and incorporated the "Fab Four" strategies from the reciprocal teaching approach. Individual case synopses illustrated areas of competence and difficulty, approaches to learning and use of strategies to facilitate the development of metacognitive skills. Pre and post intervention measures indicated gains for all children in reading comprehension, but to differing degrees. Findings are discussed with reference to the theories of autism and implications for parents, teachers and Educational Psychologists supporting the learning of children with ASC's. Opportunities for future research in this field are discussed.
25
Gibbs, Richard Stephen. "The use of headings and text organization as aids to recall of expository prose in grade 5 through 10 with an emphasis on grades 9 and 10." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25410.
Full textAbstract:
This study investigated the effects of headings and text organization on grade 5 through 10 students' written recall of expository prose passages written in a classification/description mode. Emphasis was placed on the results from students in grades 9 and 10. This study was a component of a three part study. The other two parallel studies emphasized grades 5 and 6 (Stables, 1985) and 7 and 8 (King, 1985). Each subject read and recalled two passages: one written at his or her grade level and one written at a low readability level. Performance on the written recalls from passages with headings and without headings was examined on the basis of the number of superordinate and subordinate ideas recalled, the superordinate and subordinate organization, and the format. Developmental trends were investigated by including the data from the two parallel studies (Stables, 1985; King, 1985).
There was some evidence that headings had a significant effect on the number of superordinate ideas recalled from a passage of low readability. Some significant differences indicated negative effects by headings. The majority of differences, however, were not significant. Developmental trends in grades 5 through 10 were noted in the number of ideas recalled on a low readability passage and the format used on the written recalls. Implications for instruction and suggestions for further research are discussed.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
26
Christianson, Stacey. "Development of An Early Expository Text Comprehension Assessment: A Pilot Study." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6506.
Full textAbstract:
Literature supporting the use of informational texts with preschool children has increased in recent years. However, many preschool classrooms still focus on narrative text, and teachers are often unsure how to provide support for children's comprehension of informational texts. An assessment addressing preschool children's informational text comprehension will help teachers understand what children can do with informational texts and point out demands or tasks that children should be able to handle. A comprehension assessment for preschool children focusing on text purpose, text features, text retell, and comprehension of text structures has not been available. To fit this need, recent effort has focused on developing The Early Expository Text Comprehension Assessment (EECA), which previous studies have found to be reliable and valid. However, the latest iteration, developed in 2016, identified multiple problematic items based on a many-facets Rasch analysis, and problems with administrator consistency were noted. To further develop the EECA, changes were made to problematic items and the assessment was fully digitized. This pilot study tested a beta version of the next iteration of the EECA on twelve participants at the BYU preschool to identify additional changes that could be made before submitting the revised assessment to a more comprehensive full-scale study for analysis of reliability and validity. Results identified additional changes to apply to the assessment including suggestions for improving child engagement and responsiveness to the digitized format, administrator prompts, technical errors with the assessment program, and improvements to individual test items.
27
Jahn-Samilo, Jennifer. "Parental report of gestures, comprehension and production /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3089472.
Full text
28
Maskay, Biniv K. "THREE ESSAYS ON FINANCIAL DEVELOPMENT." UKnowledge, 2012. http://uknowledge.uky.edu/economics_etds/5.
Full textAbstract:
My dissertation investigates three separate issues pertaining to a country's financial development. The first essay provides an introduction to the three essays. The second essay examines the combined effect of financial development and human capital on economic growth. While both financial development and human capital are individually positively correlated with growth, the literature has not emphasized their combined effect on growth. In this essay, I analyze the extent to which the effect of financial development on growth depends on a country's level of human capital. Using dynamic panel difference and system GMM, as well as the pooled OLS, I find that an increase in human capital decreases the impact of financial development on growth and that countries that lack financial development can achieve greater economic growth through an improvement in human capital.
The third essay analyzes how currency unions affect the financial development of a country. This essay tests two forms of asymmetries on the effect of currency unions on financial development; I analyze if currency unions have an equal effect on various forms of financial development, and whether high-income and low-income countries are impacted differently. I find some evidence in favor of both forms of asymmetries with pooled OLS and fixed effect estimation using data on 152 countries and territories over the 1970-2006 time period.
The fourth essay tests how financial development affects firms' export market participations and the volume of exports utilizing a firm-level data set which incorporates about 43,500 firms from 80 countries for the time period 2002-2009. Using an instrumental variable approach, I find that a country's financial development negatively affects the extensive margin of trade and positively affects the intensive margin of trade. Furthermore, this study finds that financial development has a disproportionate positive affect on firms with a higher level of external dependence for both margins of trade. Finally, I find that financial development exerts an asymmetric effect on young and mature firms in their export participations but not on the volume of exports.
29
Markowiak, Anthea N. "Narrative comprehension in kindergarten an analysis of talk about narratives by children differing in early literacy development /." Connect to full text, 2005. http://hdl.handle.net/2123/1758.
Full textAbstract:
Thesis (M. Phil. Ed.)--Faculty of Education and Social Work, University of Sydney, 2006.Title from title screen (viewed 5th June, 2007). Submitted in fulfilment of the requirements for the degree of Master of Philosophy in Education to the Faculty of Education and Social Work. Degree awarded 2006; thesis submitted 2005. Bibliography: leaves 256-263. Also issued in print.
30
Chong, Suet Ling. "A latent growth modeling study of the development of reading comprehension in ESL learners." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/5102.
Full textAbstract:
An important question in the field of reading development is whether models of reading, which apply largely to monolingual English (L1) learners, also apply to English as a Second Language (ESL) learners. The pursuit of such an inquiry is critical to the development of empirically valid models of reading in ESL populations. This study investigated the nature and determinants of the developmental pathways of reading comprehension in ESL (N=153) and L1 learners (N=593) from the fourth to the seventh grade. Two research questions guided the research: (1) How similar are ESL learners to L1 learners in their reading comprehension growth trajectories? (2) How similar are ESL learners to L1 learners in the determinants of their reading comprehension growth trajectories? The following basic processes of reading comprehension were examined: phonological awareness, pseudoword decoding, word identification, reading fluency, and syntactic awareness. Using latent growth modeling, the study found that ESL learners were identical to L1 learners in the functional form (both showed linear growth), slope or rate of growth, intra-individual variability, and linguistic determinants, of their reading comprehension growth trajectories. However, they were weaker than L1 learners in their reading comprehension skill levels. These results provide compelling support for the applicability of L1 models of reading comprehension for ESL learners, and help shape an emergent conceptualization of reading comprehension development for ESL learners.
31
Zheng, Huiling Diona. "Evidence-based practices : reading comprehension instruction and teacher self-efficacy." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021726/.
Full textAbstract:
Despite growing evidence informing educators for effective reading comprehension (RC) teaching, it is unclear how extensively this evidence base is implemented in practice and teacher self-efficacy can have a role to play. Recent estimates suggest about 15% of U.K. students are below expected levels of attainment by the end of KS2. While Educational Psychologists can support the implementation of evidence base in classrooms to raise literacy standards, there is a lack of U.K. studies that examined the extent that the evidence base in RC instruction is implemented in practice and how confident teachers feel about implementing them. The aims of this study were three-fold. Firstly, to explore the extent that U.K. teachers used evidence-based practices when teaching RC. Secondly, to investigate teacher confidence levels in using them. Lastly, to examine the relationship between teacher self-efficacy and the extent they used evidence-based RC instructional practices. A mixed methods non-experimental fixed research design was used. The questionnaire sent out to 379 KS2 teachers resulted in 29 responses (i.e. 7.7% response rate). A subset of nine teachers participated in the systematic classroom observation of their RC lessons and a further subset of three teachers participated as case studies in follow up interviews. The results indicated that some evidence-based practices were incorporated in KS2 RC instruction and teachers generally felt confident about their implementation. However, the range of evidence-based practices used was limited and it was not always practices with the strongest evidence base. A positive relationship between teacher self-efficacy and the extent that teachers incorporated evidence-based RC instructional practices was observed, although this relationship appeared complex. The findings from this exploratory study contributed towards the existing gap in research on implementation of evidence based teaching practice for RC instruction in U.K. schools. Implications for professional practice and recommendations for further research are considered.
32
Karpati, Szilvia. "Development of a multimodal nanoprobe for the comprehension of post-stroke inflammation." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE1211.
Full textAbstract:
L’accident vasculaire cérébrale (AVC) ischémique est une des premières causes de mortalité dans le monde, par conséquent il constitue un véritable enjeu de santé publique. Cette pathologie résulte de l’obstruction d’une artère cérébrale par un caillot et déclenche une inflammation, pouvant majorer les lésions tissulaires du cerveau. À ce jour les traitements anti-inflammatoires appliqués en clinique se sont révélés inefficaces. Il est donc indispensable de développer de nouvelles approches diagnostiques pour une meilleure compréhension des mécanismes biologiques impliqués dans cette pathologie. Dans ce contexte, nous avons proposé la conception d’une nanoplateforme hybride multimodale comme agent de contraste adapté à trois techniques d’imagerie médicale. Ces nanoparticules au cœur inorganique, composé de GdF3 augmentent sensiblement le contraste en IRM et leur opacité procure un rehaussement de contraste pour le Scanner Spectral à Comptage Photonique (SPCCT), une technique de développement récent. La troisième modalité, la microscopie biphotonique procure une haute résolution et une très grande sensibilité, tout en permettant d’obtenir des images en temps réel. Grâce à un chromophore adapté, greffé à la surface de la particule, cette modalité devient également accessible. Ces particules inorganiques sont synthétisées par une méthode solvothermale originale, développée par notre équipe. La surface des nanoparticules est ensuite modifiée par différents ligands polyéthylène glycol (PEG) fonctionnalisés, qui rendent les particules de GdF3 stables en milieu physiologique (comme le sang), biocompatibles et furtives. Enfin, un chromophore spécialement développé au sein de notre laboratoire, pour des applications d’absorption biphotonique, a été greffé à la surface de la particule. Le couplage du chromophore a été effectué via une réaction click azoture-alcyne, activée thermiquement (sans catalyse par Cu(I)). La toxicité des particules a été évaluée par deux techniques différentes, appliquées sur des cellules d’origine humaine. À l’issue de ces tests aucun effet cytotoxique n’a été observé. Après avoir démontré les propriétés multimodales de ces nanoobjets, des expériences précliniques in vivo ont été menées. Nous avons montré, que lors de l’observation du cerveau de souris la nanosonde augmente efficacement le contraste en SPCCT, IRM et produit un signal intense en microscopie 2-photons intravitale. Les particules se sont révélées particulièrement stables dans le sang : grâce à leur furtivité elles restent dans la circulation longtemps, ce qui favorise leur passage à travers la barrière hémato-enchéphalique lésée. Elles sont également phagocytées par les cellules immunitaires activées. La dynamique spatio-temporelle de ces cellules marquées par les nanoparticules a pu être imagéeIschemic stroke, as one of the most common causes of death, represents an important health issue. The pathology consists of the occlusion of an artery in the brain leading to an acute inflammatory process. Post-stroke inflammation usually results in irreversible secondary brain tissue damage. To date, the clinical application of anti-inflammatory treatments has been either negative or inconclusive. For a better understanding of this complex physiological process and development of efficient treatment, there is an urgent need to develop performant in-vivo diagnostic tools. In that context, we proposed to design a multimodal hybrid nanoprobe for enhancing the contrast in three different clinical and pre-clinical imaging modalities. The ability of this probe to enhance contrast in MRI (Magnetic Resonance Imaging) and a recently developed spectral photon counting scanner computed tomography (SPCCT) is intrinsic to the inorganic GdF3 core. The inorganic nanoparticle size and morphology was optimized for the biological application. The third modality, two-photon imaging, provides high spatial resolution, high sensitivity, and allows real-time imaging. To make GdF3 nanoparticles visible by two-photon microscopy, a specially designed organic moiety is added to the nanoplatform. The inorganic nanoparticles are synthesized by the original solvothermal method developed in our group. Surface modifications with different PEG derivatives confer to the GdF3 nanoparticles high stability in physiological media (such as blood), biocompatibility, and stealth. The two-photon active chromophore synthesized in our laboratory is grafted to the particle surface via a thermally activated (catalyst-free) alkyne-azide click reaction. Toxicity of the nanoobjects has been assessed by using two different tests on four human-derived cells, and no cytotoxic effect of the particles was found. After the demonstration of the multimodality of the particles, pre-clinical in vivo experiments were performed. We evidenced that the particles successfully enhance SPCCT, MRI contrast in the brain of the small animal via a T2-effect and provide a high-intensity two-photon signal for in-vivo microscopy. Besides, the nanoparticles revealed to be stable and long-circulating in the blood, which favored their cross through the altered blood-brain barrier. Their phagocytose by activated immune cells offered the possibility to follow cell-trafficking
33
Zhang, Bo. "The Role of Claudin-5 on Xenopus Heart Development." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-12172008-131757/.
Full textAbstract:
Claudin-5 is an important member of the claudin gene family. The expression of claudin-5 in the heart of Xenopus laevis was determined by whole mount in situ hybridization. RNA over expression and knock down experiments demonstrated that claudin-5 is critical for heart development. Meanwhile, claudin-5 down regulated bone morphogenetic protein 4 (BMP4) expression in early stage through upregulating chordin (chd). In addition, other pathways such as estrogen hormone and transforming growth factor-β (TGF-β) may also affect claudin-5 activity. The results show that claudin-5 plays an important role in heart development and is involved in a complex pathway of gene regulation. The mRNA expression of claudin-12, another member of claudin protein family was also determined from cleavage stage to tadpole stage by whole mount in situ hybridization.
34
Andersson, Jessica. "Textens inverkan på matematiska uppgifter : En undersökning om elevers textförståelse av matematikuppgifter i årskurs 5." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31116.
Full textAbstract:
The purpose of this study is to show the importance of task texts for students in grades 5 when solving mathematical problems. It was conducted in a class 5 (where the children are 11 years old). The pupils were assigned two different tests with mathematical problems; one where the problems were described in text and one where the problems were presented with numbers and mathematical signs. Previously done research, done on bilingual children, (Bernardo, 2002) shows that pupils tend to do better on mathematical tests when no text is presented. My research supports that theory even though the correlation is not that strong. The big discovery laid in the fact that boys tend to perform significantly lower results compared to the girls.Syftet med denna undersökning är att visa vilken betydelse uppgiftstexter har för elever i årskurs 5 när de ska lösa matematiska problem. Eleverna i klassen fick göra två matematiska test; en med uppgifter formulerade i text och en med uppgifter presenterade med endast siffror och matematiska tecken. Tidigare forskning, gjord på elever som läser matematik på sitt andraspråk (Bernardo, 2002), visar att eleverna presterar bättre då endast siffror, och ingen text, finns med i provet. Resultatet i den här undersökningen visar en svag trend åt det hållet medan den starka tendensen var skillnaden i resultat mellan de två könen då flickor tenderade att prestera betydligt bättre än pojkarna oavsett om uppgifterna gavs i form av text eller som rena sifferövningar.
35
Hill, Roslyn. "Young children's understanding of the cognitive verb forget." Thesis, University of Warwick, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389451.
Full text
36
McPharlin, Hamish. "Designing for and evaluating the effect of interactive television programming on the comprehension of children, aged 4 to 5." Thesis, McPharlin, Hamish (2012) Designing for and evaluating the effect of interactive television programming on the comprehension of children, aged 4 to 5. PhD thesis, Murdoch University, 2012. https://researchrepository.murdoch.edu.au/id/eprint/8237/.
Full textAbstract:
Making a television programming genuinely educational for young children is a difficult endeavour; hampered primarily by the mass audience paradigm of the television broadcast. The rollout of interactive television services, such as ‘red button’, are a seemingly natural fit for enhancing the educational impact of children’s television, through providing the possibility of a reciprocal interaction in line with contemporary thinking on children’s education. However, to date, there is little evidence of interactive television applications for children that represent a compelling model of best practice.
This thesis tested the assumption that interactive television can significantly increase comprehension in young children, ages 4 and 5, when compared to comprehension results gained from non-interactive programming. This was accomplished in three phases of primary research; Exploratory, Formative, and Evaluative. In Phase 1, a series of interviews with children’s interactive television producers were undertaken in the UK and USA in an attempt to identify the elements of interactive television for children that amount to best practice. Though there is little academic literature about the affect of interactive television on children’s learning, this phase attempted to draw insight from the creators of children’s content in an effort to fill this important gap, and arrive at an understanding of both iTV best practice and the commercial barriers that hamper this approach from being realised. The feedback was collated and analysed, and a set of best practice conventions were produced. The results also found that best practice in children’s iTV is hampered significantly by the cost of development and transmission of interactivity, whether by satellite, cable, or broadband.
In Phase 2, this notion of best practice was adopted as the basis for the construction of an ‘interactive construct’; a premise for how a children’s interactive television programme might look if it was built from its inception with interactivity at its core. This construct was evaluated in at a set of preschool classes in Perth, Western Australia. 65 children were exposed to the programme, and data on the performance of the construct was gathered using an attention test, simple observation, and a drawing activity. It was found that the construct was highly engaging for young children, however one particular element was found to hinder their ability to negotiate the construct. The children were observed to be distracted at times when they switched between two simultaneous onscreen activities that bore no relation to each other. The outcome of the study was to recommend that concurrent activities must be contextually related to ensure that interacting participants are not isolated at times that viewers choose to switch streams.
Phase 3 incorporated the insight from Phase 1 and 2 into a final episode of programming for testing. An additional ‘control’ episode was created, in which the interactive elements were removed; leaving a linear programme. Finally, in response to cost concerns raised in Phase 1, an ‘Interactive Stills’ version was created, in which interactivity was in the form of a ‘simple’ execution; forsaking the rich video sequences for still screen images. The hypotheses under investigation were:
1. That the inclusion of interactivity in children’s television programming significantly increases comprehension in children, ages 4 and 5, 7
2. That the use of ‘simple’ iTV production techniques does not significantly reduce this impact.
199 children ages 4 to 5 from randomly selected schools in Perth, Western Australia, were exposed to the stimulus. Children were randomly assigned to one of the three cells; (1) Control, (2) Interactive Video, and (3) Interactive Stills. Data was gathered using a paper comprehension test, and coding of both attention and engagement with the programming. Statistical analysis found that children exposed to the (2) Interactive Videos stimulus on average scored a statistically significant 23% higher on the comprehension test than those in the Control. It was also found that those in the (3) Interactive Stills sample also performed better than the Control group, and did not demonstrate significantly lower comprehension scores than the Interactive Video group. Children exposed to the Interactive Video did not pay more attention to the programming than the Control group; as such, data indicates that they extracted a higher yield of processing of the programme’s educational outcomes. Behavioural measures indicated that this effect was a result of heightened expectations, and a more intellectual investment in the programming. The study arrived at a set of principles for successful production of interactive children’s programming, and concluded that the incorporation of these principles can successfully increase comprehension of content in children’s television.
It was concluded that this comprehension effect is not contingent upon production values; a critical sticking-point in the widespread rollout of iTV for children. As such,
the use of simple iTV programming, a fundamental cost-saving measure in the commercial children’s programming industry, does not diminish the positive effects seen in this research.
37
Pierro, Melissa A. "Vocabulary Comprehension in Children with Autism." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/862.
Full textAbstract:
An open question in autism research is how to assess language abilities in this population. We investigated language development in monolingual and bilingual children with varying degrees of autism, ages 3 to 9, with the aim of better understanding vocabulary comprehension. Two different methodologies were used: the Receptive One-Word Picture Vocabulary Test (ROWPVT) and eye-tracker technique.
We examined whether the eye-tracker could help in the assessment of these children because it does not require the child to point during the test. Four typically developing control children, 14 monolingual English children with moderate/mild autism, and 4 children (2 monolingual English, 2 bilingual Spanish/English) with severe autism were tested and the results of the ROWPVT test were compared to the eye-tracker results. Interestingly, bilingual children with severe autism had better results using eye-tracker than the traditional ROWPVT test. These results suggest that these children know more vocabulary than traditional test measures indicate.
38
Harding, Tammie. "Determining the Reliability of an Early Expository Comprehension Assessment." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4316.
Full textAbstract:
This study investigated the reliability of the revised Early Expository Comprehension Assessment (EECA), a measure that looked at preschoolers' comprehension of expository text. Thirty-seven preschool children between the ages of four and five were administered two comparable versions of the measure by two examiners. Scoring procedures were created and the protocols were scored and compared for reliability. The data was analyzed using a mixed models Analysis of Variance for repeated measures and a maximum likelihood estimate of variance components. Results from the analysis showed that version and order had no significant effect on three of the response task scores (Purpose of the Text, Problem/Solution Retelling, and Problem/Solution Mapping), indicating these tasks were reliable. Results showed that variation due to controlled administration variables (version and order) was larger as compared to variability among the subjects in two of the response task scores (Graphics and Problem/Solution Questions), indicating these tasks to be unreliable.
39
Riley, Jeffrey Keith. "The relationship of comprehension and production : a study of a nonverbal child." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26521.
Full textAbstract:
This research examines whether a seven-year-old nonverbal boy's comprehension of syntax develops at an accelerated rate following the introduction of speech output through a portable speech synthesizer (VOIS 135). The study was motivated by (1) a general lack of agreement about the relationship of comprehension and production in language acquisition, (2) some child language investigators' claims that--at certain points during the development of language--production precedes and influences comprehension, and (3) the natural experimental condition provided by a nonverbal child who is suddenly given the ability to 'speak' with the help of a portable speech synthesizer.
At the beginning of the research period, the child's sentence comprehension was thoroughly assessed with standard and special purpose tests. His production was assessed through analysis of videotaped interactions. The child was then trained to use the synthetic speech device (VOIS 135) over an eight month period. At the end of this period testing of both comprehension and production was repeated to provide a measurement of language growth in each performance mode.
The child demonstrated comprehension of concatenated structures and clefts at the end of the research period; this represented a developmental leap from the beginning of the research period when he understood only much simpler structures. During the eight month study, development of comprehension on the lexical level came to an apparent halt. Production results indicated that the child experienced a definite expansion in productive vocabulary and length of utterance during the research period. Observations indicated that the child's pragmatic and discourse skills improved markedly with his use of the speech output device. Factors which might account for developments (or lack of development as in the case of lexical comprehension) are discussed. Clinical implications of improvements in pragmatic and discourse skills through the use of the device are considered along with methodological suggestions for using this study as a pilot for larger research.
Conclusions are that: (1) use of the speech synthesizer led the child to listen to utterances as structural wholes; (2) the child became a more active and independent partner in the communication exchange; (3) synthetic speech garnered the child more attention and more opportunities for interaction; (4) synthetic speech gave the subject access to a greater range of communication partners. While the comprehension-production results are interesting, i.e. the child was able to understand structures at a level of unanticipated complexity after being trained to use the speech device, these results do not elucidate the nature of the comprehension-production relationship. Difficulties in interpreting the results of this study underline the need for a coherent theory relating comprehension and production in language development.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
40
Chen, Liang. "WHY SUPPLIER DEVELOPMENT WORKS? A KNOWLEDGE-MANAGEMENT PERSPECTIVE." UKnowledge, 2015. http://uknowledge.uky.edu/busadmin_etds/5.
Full textAbstract:
Supplier development (SD) has been intensively and increasingly used in practice and studied in academia. Many studies find that SD can generate operational, capability-based, attitudinal, and financial performance measures for both the supplying firm (supplier) and the buying firm (buyer), but very few studies systematically explain why SD yields supplier’s performance improvements and, in turn, buyer’s performance improvements. Using a meta-analysis approach, this dissertation finds that SD does lead to positive outcomes, but SD is found to have very weak or even negative relationship with performance improvements in some cases. Such findings further support the importance of examining the main research question: why SD works.
In order to answer the main research question, this dissertation adopts a multiphase triangulation approach: theoretical construction, conceptual examination, and empirical examination. Doing so, this dissertation constructs and validates a knowledge management (KM) view of SD.
The purpose of theoretical construction (Chapter 3) is to develop a KM view of supplier development via a systematic view of previous studies. Presented in Chapter 4, conceptual examination reveals that all SD activities can be subsumed into KM activities, and further conceptually supports the feasibility of the KM view in SD. Empirical examination, including a survey of 39 SD scholars and a survey of 295 SD practitioners (156 complete responses), is presented in Chapters 5 and 6. Most hypotheses are strongly supported, demonstrating the importance of the knowledge-management view of SD.
Overall, this dissertation has both theoretical contributions for KM and SD sides, and practical contributions for researchers, practitioners, and educators/students. First, it contributes by supporting the addition of KM variables to other theories when explaining why SD works, confirming the role of KM in SD, providing a complete KM view of SD, and revealing why SD works. Second, it contributes by implementing mixed research methods, integrating multiple disciplines, and exemplifying collecting data on LinkedIn. Third, it contributes by offering a catalog of SD activities and guidance for designing, implementation, and evaluation of SD initiatives. Fourth, it contributes by advancing a mental model to understand SD literature. Conclusions, limitations, and future research directions are also discussed.
41
Keith, Karin, and C. Pridemore. "Daybooks: Mapping Your Way Through Comprehension Instruction." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1034.
Full text
42
Al-Suwaidi, Amna Ali. "The assessment of comprehension skills and development of a programme for enhancing comprehension skills for fourth grade students in the State of Qatar." Thesis, University of Hull, 2001. http://hydra.hull.ac.uk/resources/hull:11172.
Full textAbstract:
This study aimed to explore the reading comprehension learning needs of fourth grade pupils in Qatar; to identify and test assessment techniques that may be helpful in studying reading comprehension; and to investigate the effects on reading comprehension of a metacognitive teaching programme. Exploratory interviews with fourth grade teachers showed that they focus on pronunciation, word-recognition and grammar. Pupils are not taught the strategies of comprehension and thinking while they read. A need was identified for innovative assessment activities and interventions to enhance reading comprehension skills. A quasi-experimental research design was chosen to investigate the effect of a metacognitive teaching programme in which two groups of pupils were compared on various measures of comprehension performance, including reading self-awareness and strategy use before and after a three month teaching programme: the standard Qatar reading programme for the control group and the Reading and Thinking Strategy programme for the experimental group. Reading comprehension was measured by a comprehension test and cloze test developed by the researcher. Strategy use and reading awareness were assessed by think-aloud tasks, the Index of Reading Awareness (Paris, Cross and Lipson, 1984), a Self-perception scale (Henk and Melrick, 1998) and metacognitive interviews. The reliability and validity of all measures were tested with classes of 4th grade pupils from three randomly selected schools in Qatar. The reading strategy programme was applied in a single school selected from among the three that had been involved in piloting the instruments. Valid, usable data was collected from 64 pupils: 31 in the control and 33 in the experimental group. The experimental group made significantly greater gains over all measures than the control group in association with the intervention showing the effectiveness of the metacognitive approach. The significant gains in reading awareness experienced by the experimental group extended to individual strategies: evaluation, planning, regulation and conditional knowledge. The metacognitive interviews and think-aloud protocols supported these findings. Following the intervention, the experimental group made more use than the control group of evaluation, self-questioning, monitoring and planning, and unlike the control group, used strategies in combination. It is concluded that, by training pupils in metacognitive skills, teachers can improve reading comprehension and help them to become active learners in the reading process.
43
Hewson, M. E. "The development of metaphoric comprehension in children aged between eight and fourteen years." Thesis, University of Manchester, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378343.
Full text
44
Bendania, Ahmed. "Development and evaluation of a model for teaching comprehension in Algerian secondary schools." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10006548/.
Full text
45
Ratliff, Lauren E. "Using Teacher Read-Alouds to Enhance First Grade Student's Vocabulary Development and Comprehension." Wittenberg University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=witt1438787550.
Full text
46
Whalley, Karen M. "The Role of prosodic skills in reading comprehension." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107458/1/Karen_Whalley_Thesis.pdf.
Full textAbstract:
The thesis investigated prosody, often described as the rhythm and melody of spoken language, and largely absent in text, and established its importance in reading comprehension in children and adults. A series of studies showed that prosodic skills played a unique, hitherto largely unrecognised, role in reading comprehension in grade 3 and 4 children, beyond prosody’s indirect role in supporting word identification and listening comprehension. Using electroencephalography (EEG) the real-time processing of spoken complex sentences with and without prosody were investigated in adults. Prosodic speech was processed differently (right hemisphere-based), suggesting an interaction with syntactic processes to support superior comprehension.
47
Center, University of Arizona Water Resources Research. "Arroyo Vol. 5 No. 2 (June 1991)." Water Resources Research Center, College of Agriculture, University of Arizona (Tucson, AZ), 1991. http://hdl.handle.net/10150/314771.
Full textAbstract:
Washes and arroyos cut or carve patterns into desert surfaces and are as much a natural form of the Arizona landscape as serrated mountains. Meandering over much of the desert, their crevices help make up the texture and shape of desert lands. Indeed, even in developed and urbanized desert areas, washes and arroyos often remain a conspicuous feature, a natural remnant within the urban fabric.
48
Center, University of Arizona Water Resources Research, and Joe Gelt. "Arroyo Vol. 5 No. 3 (October 1991)." Water Resources Research Center, College of Agriculture, University of Arizona (Tucson, AZ), 1991. http://hdl.handle.net/10150/314772.
Full textAbstract:
Because Arizona's small water systems are of lesser size than major water companies, they should not therefore be viewed as relatively simple, uncomplicated operations. Despite a smaller scale - or rather because of it - such systems confront complex situations. These can be extremely difficult to resolve at times, complicating operations and even threatening the existence of some small water systems in the state.
49
Center, University of Arizona Water Resources Research. "Arroyo Vol. 5 No. 4 (February 1992)." Water Resources Research Center, College of Agriculture, University of Arizona (Tucson, AZ), 1992. http://hdl.handle.net/10150/314773.
Full textAbstract:
Someone who is described as the "salt of the earth" is considered to be a goodly person. Salt with earth in this case connotes an unaffected beneficence. Salt with water however has less favorable implications in certain parts of the United States, especially in Arizona and the West. Salt combined with water produces saline water and poses water quality problems in the region.
50
Center, University of Arizona Water Resources Research. "Arroyo Vol. 5 No. 1 (April 1991)." Water Resources Research Center, College of Agriculture, University of Arizona (Tucson, AZ), 1991. http://hdl.handle.net/10150/314796.
Full textAbstract:
Efforts are currently underway to establish regional water supply agencies to serve two Arizona urban areas: Tucson and Phoenix. Already authorized by the state Legislature, the Tucson Active Management Area Water Augmentation Authority (TWAA) is in the final process of being formed. Meanwhile, the Arizona Legislature is currently considering legislation to authorize a Phoenix Groundwater Replenishment District (PGRD) to serve the Phoenix Active Management Area.