Littérature scientifique sur le sujet « Learning to read while reading to learn series »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Sommaire
Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Learning to read while reading to learn series ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Articles de revues sur le sujet "Learning to read while reading to learn series"
Cho, Eunsoo, Donald L. Compton, Jennifer K. Gilbert, Laura M. Steacy, Alyson A. Collins et Esther R. Lindström. « Development of First-Graders’ Word Reading Skills ». Journal of Learning Disabilities 50, no 1 (3 août 2016) : 95–112. http://dx.doi.org/10.1177/0022219415599343.
Texte intégralCho, Hye Kyung. « A study on the Education in Dostoevsky’s Netochka Nezvanova : focusing on comparison with Rousseau’s Emile ». Institute for Russian and Altaic Studies Chungbuk University 27 (31 août 2023) : 109–34. http://dx.doi.org/10.24958/rh.2023.27.109.
Texte intégralKurkjian, Catherine, et Nancy Livingston. « Learning to Read and Reading to Learn : Informational Series Books ». Reading Teacher 58, no 6 (mars 2005) : 592–600. http://dx.doi.org/10.1598/rt.58.6.9.
Texte intégral呂育甄, 呂育甄, et 王瓊珠 Yu-Chen Lu. « 國小識字障礙學生聲韻覺識、唸名速度與中英文識字之相關研究 ». 特殊教育學報 57, no 57 (juin 2023) : 001–36. http://dx.doi.org/10.53106/207455832023060057001.
Texte intégralBecerra Coba, Karen Mabel, Sarah Jacqueline Iza Pazmiño, Cristina del Rocío Jordán Buenaño et Edgar Guadia Encalada Trujillo. « Enlightening vocabulary learning through educational websites ». Medwave 23, S1 (1 septembre 2023) : eUTA191. http://dx.doi.org/10.5867/medwave.2023.s1.uta191.
Texte intégralNurani, Riga Zahara, et Hatma Heris Mahendra. « Use of Big Book Learning Media to Improve Students’ Beginning Reading Skills in Primary Schools ». Mimbar Sekolah Dasar 6, no 3 (31 décembre 2019) : 330–40. http://dx.doi.org/10.17509/mimbar-sd.v6i3.22893.
Texte intégralNurani, Riga Zahara, et Hatma Heris Mahendra. « Use of Big Book Learning Media to Improve Students’ Beginning Reading Skills in Primary Schools ». Mimbar Sekolah Dasar 6, no 3 (31 décembre 2019) : 330–40. http://dx.doi.org/10.53400/mimbar-sd.v6i3.22893.
Texte intégralBiro, Sasha L. « Reading in a Time of Crisis ». Teaching Philosophy 44, no 3 (2021) : 241–54. http://dx.doi.org/10.5840/teachphil202132137.
Texte intégralArumugam, Nalini, Julina Munchar, Puspalata C. Suppiah, Sathiyaperba Subramaniam et Maizura Mohd Noor. « Fun Learning Series ». International Journal of Modern Languages And Applied Linguistics 2, no 3 (1 août 2018) : 5. http://dx.doi.org/10.24191/ijmal.v2i3.7634.
Texte intégralAlakawi, Kholood Moustafa. « Vocabulary Strategies and Bridging the Gap from Learning to Read to Reading to Learn ». Journal of Language and Education 3, no 4 (31 décembre 2017) : 60–72. http://dx.doi.org/10.17323/2411-7390-2017-3-4-60-72.
Texte intégralLivres sur le sujet "Learning to read while reading to learn series"
Kamhaji, Yafit. Hebrew Vocabulary Coloring Book - Toys with Translation, Nikud and Phonetics : Fun Way for Kids to Learn the Hebrew Vocabulary. Read and Color While Learning the Names of the Toys in Hebrew. Translation, Nikud and Phonetics for Easier Learning and Reading. Independently Published, 2021.
Trouver le texte intégralAllen, Janet, et Christine Landaker. Reading History. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780195165951.001.0001.
Texte intégralSelikowitz, Mark. Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.001.0001.
Texte intégralChapitres de livres sur le sujet "Learning to read while reading to learn series"
Hemphill, Lowry, et Catherine Snow. « Learning To Read While Reading To Learn ». Dans Handbook of Multiple Source Use, 362–81. Routledge, 2018. http://dx.doi.org/10.4324/9781315627496-21.
Texte intégralSpaëth, Valérie. « The “civilization-language-culture” relationship in reading books for teaching in French to allophone schoolchildren (1885–1930) : A window opened to the past ». Dans Language Learning and Teaching in Missionary and Colonial Contexts. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland : Amsterdam University Press, 2023. http://dx.doi.org/10.5117/9789463728249_ch7.
Texte intégralRaminho, Edney Gomes, Luiz Síveres et Idalberto José das Neves Júnior. « Education through the teaching and learning of reading in the light of complexity and transdisciplinarity ». Dans UNITING KNOWLEDGE INTEGRATED SCIENTIFIC RESEARCH FOR GLOBAL DEVELOPMENT. Seven Editora, 2023. http://dx.doi.org/10.56238/uniknowindevolp-035.
Texte intégral« much more needs to be done before we may begin and are summed up in Book VI, with its climactic to grasp the ‘goodly golden chayne, wherewith yfere vision of the Graces’. Clearly the poem was meant to | The vertues linked are in louely wize’ (I ix 1.1–2). be read as a verse in the Bible was read in Spenser’s For example, in displaying the special powers of a day : any stanza is the centre from which to recon-virtue, each book displays also its radical limitations struct the whole. without the other virtues, and, above all, without A study of the virtues makes it increasingly clear divine grace. No book is complete in itself, for each that before ever Spenser began to write he had seen (after the first) critiques those that preceded it, so at least the outline of each virtue and had mapped that understanding what has been read constantly out their relationships. (On the formal idea of each expands and consolidates until by the end all the virtue, which his narrative unfolds and realizes, see virtues are seen in their unifying relationships. Heninger 1991:147.) Early in his career, he dedicated A general survey of all the books of The Faerie his talents to fashion the scheme of virtues in a poem Queene is offered in a number of introductions to the he could never expect to complete, no more than poem : Spens 1934, Nelson 1963, R. Freeman 1970, could Chaucer in projecting the Canterbury Tales – Heale 1987, Tonkin 1989, Meyer 1991, Waller 1994, on its unfinished state, see Rajan 1985:44–84, and and Oram 1997. Tonkin and Oram especially offer Hamilton 1990 – and he never faltered or changed. close and perceptive readings of each book. In addi-What he says about the Red Cross Knight may be tion, there are studies of individual books. Book applied to him : ‘The noble hart, that harbours ver-I : Rose 1975 ; II : Berger 1957 ; III and IV : Roche tuous thought [i.e. knowledge of the virtues], | And 1964, Silberman 1995 ; IV : Goldberg 1981 ; III, IV, is with childe of glorious great intent, | Can neuer and V : Broaddus 1995 ; V : Dunseath 1968, Aptekar rest, vntill it forth haue brought | Th’eternall brood 1969, Fletcher 1971 ; VI : A. Williams 1967, Tonkin of glorie excellent’ (I v1.1–4). As he testifies in the 1972. See also the entry on each book in The Spenser final canto of the 1596 poem : as a ship may be Encyclopedia. In addition, there are general studies delayed by storms on its way to a certain shore, of the virtues : for example, Horton 1978 finds the ‘Right so it fares with me in this long way, | Whose poem’s unity in the binary pairing of the books (see course is often stayd, yet neuer is astray’ (VI xii also his entry, ‘virtues’, in the SEnc), and M.F.N. 1.8–9). While we may speculate that Spenser wrote Dixon 1996:13 argues that Spenser offers ‘a gram-for patronage, a pension, or a position at court, we mar of virtues’, i.e. ‘an iterative series of interde-know from the opening stanza of The Faerie Queene pendent virtues’. There are also many studies of the that ‘the sacred Muse’ commanded him ‘To blazon techniques used by Spenser to structure the virtues : broade emongst her learned throng’. Clearly he had for example, the ‘resonances sounding at large no choice but to devote his life to writing that poem. throughout the poem’ examined by Lewis 1967, the The third step in relating the virtues is to recog-structural triads by A. Fowler 1973, the poem’s nize that they are fashioned in the poem through the analogical coherence by Nohrnberg 1976, its self-actions of the major characters in order to fashion reflexiveness by MacCaffrey 1976, the ‘echoing’ by readers in ‘vertuous and gentle discipline’. In the Hollander 1981, the demonic parody of the virtues Letter to Raleigh, Spenser distinguishes between his by N. Frye 1963 and Fletcher 1971, the poem’s am-‘general intention and meaning’, which is to fashion bivalence by Fletcher 1964, the structural patterns in the virtues, and his poem’s ‘generall end’, which is Books I and II by Røstvig 1994, the symmetrical to ‘fashion a gentleman or noble person in vertuous ring structure in Book III by Greenfield 1989, the and gentle discipline’ (8). Accordingly, our under-poem’s broken symmetries by Kane 1990, the use of standing of the nature of holiness, for example, is gained image-patterns in which images are repeated in bono only by reading the story of the Red Cross Knight, et in malo by Kaske 1999, the sequence of emblems and not by bringing to it anything more than a which make the poem ‘the most emblematic long general awareness that the virtue relates our life in poem in our literature’ (A. Fowler 1999:23), and this world to God. His quest traces the process of the narrative’s self-reflectiveness by Goldberg 1981. sanctification as his will cooperates with divine grace ; The poem interprets and reinterprets itself endlessly, and, through him, we learn how to frame our lives in as Tonkin 1989:43 suggests in commenting on holy living. The virtues do not exist apart from the ». Dans Spenser : The Faerie Queene, 28. Routledge, 2014. http://dx.doi.org/10.4324/9781315834696-26.
Texte intégralActes de conférences sur le sujet "Learning to read while reading to learn series"
Koifman, Julia. « Teaching Reading Skills More Effectively ». Dans 9th International Conference on Artificial Intelligence and Applications. Academy & Industry Research Collaboration Center, 2023. http://dx.doi.org/10.5121/csit.2023.131804.
Texte intégralCretu, Ioana, et Anca cristina Colibaba. « EQUAL CHANCES THROUGH UNEQUAL OPPORTUNITIES : FACILITATING LANGUAGE LEARNING AMONG STUDENTS IN MEDICINE, NURSING AND NUTRITION THROUGH ELEARNING ». Dans eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-076.
Texte intégralAkiba, Misato, et Wonseok Yang. « Learning to Read Music by Differences in Perception of Information ». Dans 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001754.
Texte intégralStang, Marco, Marc Schindewolf et Eric Sax. « Unraveling Scenario-Based Behavior of a Self-Learning Function with User Interaction ». Dans 10th International Conference on Human Interaction and Emerging Technologies (IHIET 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004028.
Texte intégralRapports d'organisations sur le sujet "Learning to read while reading to learn series"
Schipper, Youdi, Isaac Mbiti et Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), septembre 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.
Texte intégral