Rozprawy doktorskie na temat „Listening and reading”
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Lo, Karen Aili Liu. "Reading and listening enrichment for ESL students". CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/165.
Pełny tekst źródłaWolforth, Joan Barbara. "Reading and listening comprehension in university students with and without reading disability". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0002/NQ41082.pdf.
Pełny tekst źródłaRobinson, Teresa Lynn Davis. "Reading aloud: Shaping reading attitudes". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/715.
Pełny tekst źródłaDraper, Anne Marie. "Listening and read-aloud strategies for primary age students". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/678.
Pełny tekst źródłaInfante, Marta D. "Social background and reading disabilities : variability in decoding, reading comprehension, and listening comprehensive skills /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012981.
Pełny tekst źródłaSmith, Latisha. "The Effectiveness of Listening Previewing on Oral Reading Performance". TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/636.
Pełny tekst źródłaBartelo, Dennise Maslakowski. "The linkages across listening, speaking, reading, drawing and writing". Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/74753.
Pełny tekst źródłaEd. D.
Walldén, Oscar, i Vendela Grahm. "The Effectiveness of Reading and Listening to Children’s Literature on English L2 Reading Comprehension". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34520.
Pełny tekst źródłaValentini, Alessandra. "How do reading and listening to stories facilitate vocabulary acquisition?" Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/78131/.
Pełny tekst źródłaSchenker, Victoria Jewell. "Overlapping Genetic and Child-Specific Nonshared Environmental Influences on Listening Comprehension, Reading Motivation, and Reading Comprehension". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1447682484.
Pełny tekst źródłaSohler, Sydney. "Developing Listening Comprehension in ESL Students at the Intermediate Level by Reading Transcripts While Listening: A Cognitive Load Perspective". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8516.
Pełny tekst źródłaRoberts, Sian. "Reading comprehension and listening comprehension in children : an individual differences investigation". Thesis, University of Central Lancashire, 2011. http://clok.uclan.ac.uk/2927/.
Pełny tekst źródłaWhite, Connie Lynn. "Performing motherhood in public schools why isn't someone listening to us? /". [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3209575.
Pełny tekst źródłaTitle from PDF t.p. (viewed Nov. 10, 2008). Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0885. Adviser: Jerome Harste.
Askildson, Lance. "Phonological Bootstrapping in Word Recognition & Whole Language Reading: A Composite Pedagogy for L2 Reading Development via Concurrent Reading-Listening Protocols and the Extensive Reading Approach". Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196014.
Pełny tekst źródłaAmspaugh, Leigh Ann. "Effects of Student Choice on Delayed Reading Comprehension and Reading Fluency Across Three Reading Interventions". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu155528364333277.
Pełny tekst źródłaMalloch, F. Jean (Flora Jean). "Patterns in good and poor grade four readers' rhythm discrimination, attention to language frequencies and pitch discrimination related to listening abilities and literary experiences /". The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487258254020646.
Pełny tekst źródłaWeisenbach, E. Lynne. "An experimental study of the effects of direct instruction in comprehension strategies taught through listening upon reading comprehension of fourth grade students". Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/535893.
Pełny tekst źródłaDepartment of Elementary Education
Wong, Yu-kwan. "Listening and reading comprehension of Chinese dyslexic children speaking the Cantonese dialect". Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3709189X.
Pełny tekst źródła黃宇昆 i Yu-kwan Wong. "Listening and reading comprehension of Chinese dyslexic children speaking the Cantonese dialect". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3709189X.
Pełny tekst źródłaHutton, John S. "Home Reading Environment and Brain Activation in Preschool Children Listening to Stories". University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427962609.
Pełny tekst źródłaNesbit, Kate. "Listening to reading aloud: literacy and the novel in nineteenth-century England". Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6998.
Pełny tekst źródłaShirdon, Naima. "The Effects of Repeated Reading and Dialogic Reading Interventions on the Listening Comprehension Performance Outcomes of At-Risk Preschoolers". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1552680404605985.
Pełny tekst źródłaGoertzen, Philip George. "Effects of computer-based simultaneous listening and reading on second language vocabulary acquisition". Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/20535.
Pełny tekst źródłaSuzuki, Satoko. "The Effect of Computer-Assisted Oral Reading While Listening on L2 Speaking Fluency". Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/447274.
Pełny tekst źródłaEd.D.
This study investigated the effects of 10 times of once a week computer-assisted oral reading while listening (ORWL) on listening comprehension, objective measures and subjective rater judgment of L2 oral reading fluency and L2 rehearsed speech fluency. In addition, how listening score gains relate to working memory, L2 oral reading fluency gains, or L2 rehearsed speech fluency gains were examined. ORWL is a task of listening, speaking and reading almost simultaneously and is usually incorporated with shadowing or oral reading instruction, but rarely be a focus of study. Forty-six first- and second-year, non-English major, low to intermediate English proficiency Japanese college students (Comparison group n = 24; Experimental group n = 22) participated in this study. Over the course of the semester, the comparison group received reading comprehension instruction twice a week (total of 16 times) whereas the experimental group received reading comprehension instruction once a week (total of 6 times) and ORWL instruction once a week (total of 10 times). In order to enhance the effects of ORWL, pronunciation analyses and self-evaluation of recording of oral reading were also conducted during the ORWL instruction. Data were obtained from conducting pre- and post-listening dictation tests, Momotaro oral reading pre- and posttest, Kaguyahime oral reading posttest, rehearsed speech pre-and posttest, and listening span (working memory) test. Before conducting the quantitative analysis, the dichotomous Rasch analysis was conducted to check the validity and reliability of the listening tests. The results showed that the experimental groups’ listening scores did not significantly improve compared to the comparison group. Regarding the effects on L2 oral reading, the experimental group significantly improved the gain scores of the objective measures of fluency compared to the comparison group. The significant improvement was also found for the mean length of runs and number of pauses per minute between the same passage pretest and posttest, but not between the two different passages. Furthermore, the significant difference was found for the subjective rater judgment of speed, pausing and prosody between the same passage pretest and posttest. Regarding the effects on L2 rehearsed speech, no significant difference was found between the comparison and experimental groups on the gain scores of the objective measures of fluency. On the other hand, the significant difference was found for the subjective rater judgment of speed, pausing and prosody between the L2 rehearsed speech pretest and posttest. Regarding the relationship between the listening score gains and working memory, L2 oral reading fluency gains, and L2 rehearsed speech fluency gains, the moderately strong significant negative correlation was found between the listening score gains and the gain scores of the number of pauses per minute. The results suggest that the computer-assisted ORWL instruction can contribute to pronunciation research because it improved students’ L2 oral reading and made their rehearsed speech more comprehensible by improving the impression of speed, pausing, and prosody. ORWL can also contribute to L2 speech processing research because it improved students’ ability to read aloud an L2 text with familiar vocabulary, and the improvement of this ability was found to be important for listening comprehension.
Temple University--Theses
Tennant, Susan Mary. "The effects of reading-while-listening and the cloze procedure on the reading ability and grammatical proficiency of ESL students". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28549.
Pełny tekst źródłaEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
CONRAD, PAMELA FANKHAUSER. "VERBAL AND NONVERBAL PROCESSING AMONG LEFT- AND RIGHT-HANDED GOOD READERS AND READING-DISABLED CHILDREN". Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184189.
Pełny tekst źródłaCartaya, Jorge E. "Listening/Reading for Disremembered Voices: Additive Archival Representation and the Zong Massacre of 1781". FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3187.
Pełny tekst źródłaWarr, Collette Leifson. "Using Parallel Narrative-Based Measures to Examine the Relationship Between Listening and Reading Comprehension". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8914.
Pełny tekst źródłaHall, Timothy James. "Predicting Speaking, Listening, and Reading Proficiency Gains During Study Abroad Using Social Network Metrics". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7707.
Pełny tekst źródłaLopez, Joseph G. (Joseph Guzman). "The Relative Impact of Oral Reading Combined with Direct Teaching Methodology on Reading Comprehension, Listening and Vocabulary Achievement of Third-Grade Students". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331113/.
Pełny tekst źródłaWinzenz, Marilyn Anne. "Comprehension of extended narrative text: The role of spontaneous mental imagery while reading or listening". Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3330.
Pełny tekst źródłaMerbaum, Clara. "The relationship between listening and reading comprehension in first grade English L1 and L2 students". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ33931.pdf.
Pełny tekst źródłaHalligan, Jean O'Donnell. "The relative strengths of children with and without cerebral palsy in listening and reading comprehension". Thesis, University of Newcastle Upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394717.
Pełny tekst źródłaSnell, Blaire. "Reading and Listening to Music Increase Resting Energy Expenditure During Indirect Calorimetry in Healthy Adults". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4303.
Pełny tekst źródłaLockett, Michael L. Lorber Michael A. "The effects of listening instruction on the reading comprehension and mathematics applications of "at-risk" elementary students". Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311285.
Pełny tekst źródłaTitle from title page screen, viewed February 1, 2006. Dissertation Committee: Michael Lorber (chair), Larry Kennedy, Ken Strand, Fay Bowren, Lynn Brown. Includes bibliographical references (leaves 161-183) and abstract. Also available in print.
Cruz, de Quiros Ana Migdalia. "Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners". Texas A&M University, 2008. http://hdl.handle.net/1969.1/86030.
Pełny tekst źródłaGreen, Rita. "An empirical investigation of the componentiality of E.A.P. reading and E.A.P. listening through language test data". Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365842.
Pełny tekst źródłaEvans, Marianne Bristow. "The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom". DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7157.
Pełny tekst źródłaAotani, Masayasu. "FACTORS AFFECTING THE HOLISTIC LISTENING OF JAPANESE LEARNERS OF ENGLISH". Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/137835.
Pełny tekst źródłaEd.D.
The holistic listening comprehension of 112 Kyoto University students, operationalized as TOEFL iBT listening (long listening), was investigated with a battery of 12 tests, including a phoneme and word recognition test, a test of short 10-second listening, a test of long 3- to 5-minute listening, a reading comprehension of listening scripts test, listening and reading cloze tests, a gap-filling test designed to assess syntactic awareness, a grammatical error detection test, and the Vocabulary Size Test. Rasch analyses were employed to yield person ability measures; these measures were used for correlation studies, a series of linear regression analyses, principal components analysis, and structural equation modeling. Long listening correlated most strongly with the reading comprehension test (.756) and the listening cloze test (.705), and these two variables explained as much variance in long listening as all the variables combined in a linear regression (68%). Of the two prominent components yielded by a principal components analysis, capturing sounds and processing for meaning, long listening loaded significantly only on processing for meaning (.727) and showed no notable loading on capturing sounds. When long listening comprehension was viewed as a two-stage activity consisting of capturing input and processing that input for meaning, the participants were found to rely mainly on processing for meaning. As a result, long/holistic listening had more in common with reading comprehension than with short listening, for which the first stage of input capture was more important. As a part of this study, long listening was expressed as a product of aural word recognition and processing for meaning as in the Simple View of Reading, where reading comprehension is regarded as a product of decoding and linguistic comprehension. While the Simple View of Reading typically accounts for 48% of the variance in reading comprehension, its listening counterpart in this study explained up to 58% of the variance; as much as an improved version of the Simple View of Reading named the Component Model of Reading. The identification of the structural equation models required an additional component for a total of three latent variables; availability of written text, aural activities, and processing for meaning. The three-latent-variable model for long listening incorporated all the variables as indicators except for the grammatical error detection due to its insignificant contribution to holistic understanding. Generally speaking, structural equation approach produced models which were in good qualitative agreements with correlation studies, principal components analysis, and multiple regression; thus, providing an integrative view and a unified treatment of the participants' proficiency with a focus on long listening. Overall, the results highlighted the importance of processing for meaning, a skill largely shared with reading comprehension, for the long listening comprehension of Kyoto University students. This finding indicates a transfer of meaning formation skill from L1 and L2 reading to L2 listening.
Temple University--Theses
Waterford, William Bede, i n/a. "Hearing and Reading Biblical Texts: A Study of Difference - Mark 6:30 - 8:27a". Griffith University. School of Theology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051107.144940.
Pełny tekst źródłaDeVore, Trenton Michael Tremains. "Effect of Single vs. Immediate Repeated Read-Aloud on Preschoolers’ Listening Comprehension". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1576846029729625.
Pełny tekst źródłaOpat, Annie M. "Alternative pathways : struggling readers utilize art elements for listening/viewing comprehension and artistic response". Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/705.
Pełny tekst źródłaBerry, Laura. "A Comparison of the Effects of Repeated Readings with and without Live Model Listening Preview on Reading Fluency and Comprehension for English Language Learners". University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1289235393.
Pełny tekst źródłaMooney, Laura Louise. "Listening to silence, reading the unwritten : articulating the voice of the racial other in white male discourse". Thesis, University of Kent, 2015. https://kar.kent.ac.uk/52388/.
Pełny tekst źródłaWinqwist, Therese. "Reading with Your Ears : A comparative study of reading and listening to Mark Haddon’s The Curious Incident of the Dog in the Night-Time". Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5148.
Pełny tekst źródłaHoskyn, Constance Elizabeth McDaniel. "Enhancing reading comprehension rates: comparing following along and not following along during listening-while-reading interventions in middle school and junior high school students with disabilities". Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-02122010-134921.
Pełny tekst źródłaPerrin, Geoffrey. "The effect of multiple choice foreign language tests of listening and reading on teacher behaviour and student attitudes". Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250556.
Pełny tekst źródłaSöderqvist, Fredrik. "Perceptions of extramural English and English in the classroom: Swedish upper secondary students’ writing, reading, listening and speaking skills". Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29483.
Pełny tekst źródłaReamey, Anne Marie. "The Lynks Reader". VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1337.
Pełny tekst źródłaChen, Christopher Chien-Chih. "English text comprehension in first and second language learners : a comparison of listening and reading in British and Taiwanese students". Thesis, Royal Holloway, University of London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286223.
Pełny tekst źródła