Дисертації з теми "Primary language comprehension difficulties"
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Wong, Gunter, and 黃冠德. "Visual orthographic skills in Hong Kong primary school students with spelling difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31473672.
Повний текст джерелаWong, Gunter. "Visual orthographic skills in Hong Kong primary school students with spelling difficulties." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31473672.
Повний текст джерелаVan, Allen Donna Lea. "Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1751.
Повний текст джерелаReraki, Maria. "Dyslexia friendly practices in Greek primary EFL classrooms." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/dyslexia-friendly-practices-in-greek-primary-efl-classrooms(d99785df-6923-4f60-b7b6-dfbf5da43e63).html.
Повний текст джерелаDe, Jongh Annie Jeanetta. "The design of diagnostic reading materials for South African learners in the foundation phase using English as the language of learning." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-01222007-092234.
Повний текст джерелаThorne, Carol. "Language and behaviour : interactions with young children in a school for social, emotional and behavioural difficulties." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/496/.
Повний текст джерелаWong, Kit-mei. "Investigating the effectiveness of direct instruction of guessing from context for improving English as a second language primary students' word-attack skills." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3567703X.
Повний текст джерелаZhou, Ying. "IELTS Preparation Courses in China : the Reading Comprehension Task." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8277.
Повний текст джерелаRamos, Susana Puerta. "The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2607.
Повний текст джерелаMartin-Rivers, Valerie Ann. "Learning to read in an experiential cooperative learning centers' classroom: Effects on reading comprehension." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1203.
Повний текст джерелаArredondo-Montoya, Celina Lynn. "Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/999.
Повний текст джерелаNash, Marion Marie. "The LAMP language and communication screen used to support teachers to identify speech, language, and communication difficulties in four primary schools in varied social contexts." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15640.
Повний текст джерелаLee, Ho-cheung, and 李浩翔. "Enhancing L2 reading comprehension : explicit instruction approach to teach inferencing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196055.
Повний текст джерелаpublished_or_final_version
Education
Doctoral
Doctor of Education
Souter, Colin W. "Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/17184.
Повний текст джерелаThere is evidence that many primary school teachers of English Second Language (EL2) are inadequately equipped to teach reading comprehension skills. They test their pupils on literal, at the expense of inferential, reading skills. This investigation therefore sought to test the literal and inferential reading comprehension skills of a group of Afrikaans-speaking EL2 teacher trainees and to design a reading comprehension programme which would improve their thinking skills over a period of nine months. The students were also instructed in a programmed reading course (the SRA Reading Laboratory) to determine its efficacy in improving their thinking skills. A further objective was to establish whether a programmed reading course or the author's cognitive reading development programme benefitted high-status (proficient in English) more than low-status (less proficient) EL2 students and what effects the two different programmes would exert on their reading comprehension skills a year after formal instruction in reading comprehension ceased. It was found that specific sequences of the two different instructional programmes were associated with significant changes in the students' reading comprehension scores. It was also found that, while high-status students benefitted sooner from the author's cognitive reading comprehension programme, that approach was also ultimately beneficial for low-status students. It is suggested that cognitive reading development programmes be implemented at primary, secondary and tertiary institutions where language skills and levels of meaningful reading need to be raised.
Vera, Savić. "READING DIFFICULTIES IN ENGLISHAS A FOREIGN LANGUAGE (Teškoće u čitanju na engleskom kao stranom jeziku)." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=100093&source=NDLTD&language=en.
Повний текст джерелаThe primary focus of the present research studywas to investigate reading difficulties of young6learners learning English as a foreign language(EFL) in formal school settings in Serbia. Since theintroduction of English as a compulsory schoolsubject from primary Grade One in 2003, there havebeen no research studies in Serbia to verify what canrealistically be achieved in early reading skilldevelopment. As reading difficulties can negativelyaffect learners’ self-esteem, motivation, attitude,confidence, and academic and career prospects, theprevention of reading difficulties has emerged as anissue requiring effective action. The first steptowards successful teaching of early reading isexploration of factors that may have an adverseeffect on learners’ reading skill development.The present research study involved 502learners, aged 11, drawn from six state primaryschools located in five geographically distant regionsof the country. A mixed-method approach wasapplied in the study, and eight instruments were usedto collect both quantitative and qualitative data.Quantitative data was obtained with reading researchtool, individual factors questionnaire, contextualfactors questionnaire, reading strategiesquestionnaire, reading difficulties questionnaire,teacher questionnaire and prompted think-aloudprotocols, while qualitative data was collected withpost-reading reflection protocols and promptedthink-aloud protocols. The results showed that therewas a considerable difference in reading results inrelation to both individual and contextual factors,and that reading difficulties in early EFL readingmay have been the result of adverse effects of someindividual and contextual factors, like poor linguisticand strategic competences of young learners,negative transfer of L1 literacy, inappropriateteaching approach, and insufficient exposure to L2texts. A taxonomy of reading difficulties wascomplied, comprising 25 L2 reading difficulties.These results have significant implications fordesigning EFL reading and prevention programmes,for teaching beginning reading, and for pre-serviceand in-service EFL teacher education and training.
Wong, Kit-mei, and 黃潔媚. "Investigating the effectiveness of direct instruction of guessing fromcontext for improving English as a second language primary students'word-attack skills." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3567703X.
Повний текст джерелаHall, Bernadette. "Investigating lexical understanding : a study of EAL and L1 primary pupils." Thesis, Brunel University, 2002. http://bura.brunel.ac.uk/handle/2438/5365.
Повний текст джерелаMc, Donagh Sarah Hadley. "Developing automaticity at the component skill levels of letter-sound correspondence, letter combinations, word reading and connected text : an analysis of outcomes for children at risk for reading difficulties in grades two and three /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113018.
Повний текст джерелаTypescript. Includes vita and abstract. Includes bibliographical references (leaves 249-258). Also available for download via the World Wide Web; free to University of Oregon users.
Levlin, Maria. "Lässvårigheter, språklig förmåga och skolresultat i tidiga skolår : en undersökning av 44 elever i årskurs 2 till 3." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-96279.
Повний текст джерелаEvery year about 20% of the students in primary and secondary school do not reach the goals of the Swedish National Curriculum. A greater understanding of how reading difficulties relate to oral language skills, and how both reading and oral language skills contribute to educational outcome in the Swedish context is needed to improve early identification and intervention for students at risk of not achieving the goals of the Swedish national curriculum. This dissertation investigates how reading difficulties and oral language comprehension affect educational outcome in the year 3 Swedish national tests, and how reading difficulties in early primary school relate to phonological processing skills and oral language comprehension. The Simple View of Reading model was used to describe the participants’ reading difficulties. All year 2 students (N = 214) in two municipalities participated in an examination of reading comprehension, word-decoding and spelling. Sixty-six students with reading comprehension (z < –0.83), word-decoding skills (z < –0.71) and/or spelling skills (z < –0.58) in the lower end of the normal distribution were identified. Forty-four students agreed to participate in the study. Oral language skills, phonological processing, verbal memory, word-decoding, reading comprehension and non-verbal ability were examined in year 3. Forty-six to 66 per cent of the students with reading comprehension difficulties in year 2 were identified with difficulties in oral language comprehension (z ≤ –1.0) in year 3. None of the students with specific word-decoding difficulties had difficulties in oral language comprehension. Oral language comprehension was significantly correlated to the results in the year 3 Swedish national tests for the two tasks in reading comprehension (p < .01) in Swedish, and with five of six tasks in Mathematics (p < .01 in four tasks and p < .05 in one task). Rapid naming of visual objects also correlated significantly with four out of six tasks in Mathematics (p < .01). Non-verbal ability, word-decoding and reading comprehension in year 3 showed no significant relationship with outcome in the Swedish national tests. This dissertation shows the centrality of oral language comprehension skills for both reading comprehension and outcome in the Swedish national tests, and the importance of considering oral language comprehension both in assessment and in intervention when students show poor reading comprehension skills in early primary school.
Goff, Deborah, and debannegoff@yahoo co uk. "The relationship between children's reading comprehension, word reading, language skills and memory in a normal sample." La Trobe University. School of Psychological Science, 2004. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20060626.103641.
Повний текст джерелаSibanda, Lucy. "A case study of the readability of two grade 4 natural sciences textbooks currently used in South African schools." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006083.
Повний текст джерелаTam, Nguyen Thi Bao, and n/a. "Comprehension difficulties for Vietnamese EFL students in reading English newspapers : an investigation into styles of reporting international news in English and in Vietnamese, reading problems and implications for teaching news reading to Vietnamese EFL students." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.120527.
Повний текст джерелаLind, Tanja. "Klarspråk i beslutsbrev : En receptionsstudie av hur läsare med respektive utan läs- och skrivsvårigheter förstår och upplever två versioner av ett bygglovsbeslut." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67998.
Повний текст джерелаValtersson, Lisa. "How adult migrant students learn maths. : Adult students understanding and engaging with maths." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123476.
Повний текст джерелаChayarathee, Sutaporn. "Reading comprehension, and attitude and behaviour, of students taught ESL by cooperative learning in Prathom (Grade)6 classrooms in Thailand." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1329.
Повний текст джерелаMiddleweek, Fiona. "A study of the word reading and comprehension skills of children speaking English as an additional language : exploring the relationship between lexical knowledge and skilled reading." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669718.
Повний текст джерелаNgula, Elizabeth Njanjukweni-Aluhe. "The reading of extended text in Oshindonga in grade 2 in selected Namibian schools." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003603.
Повний текст джерелаKeene, Nancy L. "A Research Study of the Effect of Instruction in the Basal Reader Supplemented by the Language Experience Approach on Comprehension Scores of First Grade Readers." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/303.
Повний текст джерелаKoppe, Rosemarie. "Aboriginal student reading progress under targeted intervention." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36652/1/36652_Digitised%20Thesis.pdf.
Повний текст джерелаMeier, Lori T., Karin Keith, and Edward J. Dwyer. "We the People: Elementary Pre-Service Teachers and Constitutional Readability." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/981.
Повний текст джерелаShaw, Whitney Nicole. "Listening comprehension difficulties in children with co-occurring language impairment and ADHD." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3122.
Повний текст джерелаtext
朱秀梅. "The Effects of Robust Vocabulary Instruction to Improve the Performance of Reading Comprehension for Primary School Students with Reading Difficulties." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/bdarts.
Повний текст джерела國立臺南大學
特殊教育學系碩博士班
106
本研究之主要目的在探討強韌詞彙教學對提升國小閱讀困難學生閱讀理解表現之成效,採用單一個案研究法的跨參與者多試探設計。研究對象為二位國小閱讀困難學生,自變項為強韌詞彙教學,依變項為閱讀理解表現之立即成效與維持成效,包括研究參與者於文本記憶理解、直接推論理解、間接推論理解與閱讀理解測驗之表現。介入過程包括基線期、介入期與維持期,並利用目視分析法與迴歸效果量分析等方式分析所蒐集資料。得到研究結果如下: 1. 強韌詞彙教學對國小閱讀困難學生,在「文本記憶理解」測驗之表現,具有立即成效與維持成效。 2. 強韌詞彙教學對國小閱讀困難學生,在「直接推論理解」測驗之表現,具有立即成效與維持成效。 3. 強韌詞彙教學對國小閱讀困難學生,在「間接推論理解」測驗之表現,具有立即成效,不具維持成效。 4. 強韌詞彙教學對國小閱讀困難學生,在「閱讀理解」測驗之表現,具有立即成效與維持成效。 本研究結果對強韌詞彙教學實務具有以下意涵:強韌詞彙教學以設定第二層級目標詞彙,以學生易理解的解釋方式並融入學生生活經驗進行更多元、更活潑、彈性的教學方式,能提升閱讀困難學生閱讀理解表現。
"Reading in ESP and in general English by Chinese readers : students' comprehension difficulties and implications for classroom teaching." Chinese University of Hong Kong, 1986. http://library.cuhk.edu.hk/record=b5895475.
Повний текст джерелаKasimonje, Bahati M. "Impact of aircraft noise and language on primary school learners' reading comprehension in KwaZulu-Natal." Thesis, 2013. http://hdl.handle.net/10539/12601.
Повний текст джерелаHung, Chiu-Lan, and 洪秋蘭. "The assessment and diagnosis of reading comprehension and prior knowledge of junior high school students with language learning difficulties." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/92509883345873552552.
Повний текст джерела國立高雄師範大學
特殊教育學系
88
The purpose of the study was to develop the reading comprehension test and prior knowledge scale , and to compare the difference in reading comprehension and prior knowledge between the resource class students with language learning difficulties and the regular class students , it also explored the characteristics of resource class students in reading comprehension and prior knowledge . The participants of this study were first-graders in junior high school of Kaohsiung . The subjects were two groups of students: the resource class students (n=55) and the regular class students (n=147). Reading Comprehension Test and Prior Knowledge Scale were used in this study .The data were analyzed through MANOVA, ANOVA, cluster analysis, chi-square test , linear structure model and multiple regression. The results of this study were listed in following five parts : 1.The resource class students’ reading comprehension ability was significantly lower than that of the regular class students by more than 1SD. 2.The resource class students were poorer than the regular class students in prior knowledge , by less than 1 SD. The difference was smaller than the reading comprehension part. 3.Prior knowledge effectively predicted reading ability (R2= .30 ); content knowledge and reading comprehension were highly relevant. 4.Reading comprehension could better predict the academic performance than prior knowledge could , and with both , the function prior knowledge served was lower. Finally , implications and future studies concerning Chinese teaching practice were discussed .
張淑蘋. "The Study on Word Recognition Ability and Reading Comprehension Ability of the Second-grade students in primary schools with Word Recognition Difficulties." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/48717908013332590557.
Повний текст джерела國立新竹教育大學
特殊教育學系碩士班
102
The major purposes of the study was to understand and compare the relevant between word recognition ability and reading comprehension for high grade and low grade students in second year of primary school; moreover, the influences of gender is also considered within the study. The study was targeting on second year primary students in Hsinchu County from the 100th academic year, which has 5884 samples. All students participated in a basic elementary literacy and reading abilities screening test and the test score below PR25 were defined as “word recognition difficulties”. According to the rules as mentioned before, screen out of the 5884 samples in order to get 1352 samples. The statistical methods of frequency distributions, importance-performance analysis(IPA), Pearson Correlation, Structural Equation Modeling were used to analyze the valid data to understand the performance, correlation and predictive power between word recognition and reading comprehension ability. The main findings were as follows: 1.The factors that cause poor word recognition are varied for low graders. On reading ability, they are strong on the semantic comprehension, but poor on summarization. On the other hand, high graders perform well on word recognition. Content comprehension is their strength regarding to reading ability; however, they are weak on summarization. 2.The word recognition difficulties students, regarding to the relationship between word recognition and reading comprehension, “phonetic coding” and “inferential comprehension” were significant correlation. There was significant correlation between “word identification” and “content comprehension” for the high grade word recognition students. 3.There is a predictive power of .64 for word recognition and reading ability for students with word recognition difficulties. However, semantic coding has a better predictive power within word recognition ability. On the other hand, inferential comprehension has a highest predictive power with the reading ability field. 4.The ratio between male and female is 3:2 for students with word recognition difficulties; moreover, female students are better than male students on both word recognition and reading abilities. Furthermore, females have a better understanding on word identification than males. Within the reading comprehension’s ability, females are strong in content comprehension, but males have a better understanding in semantic comprehension. The results of this study provide suggestions for future education and studies that help educator and special education researchers.
De, Jongh Annie Jeanetta. "The design of diagnostic reading materials for South African learners in the foundation phase using English as the language of learning." Thesis, 2000. http://hdl.handle.net/2263/24451.
Повний текст джерелаThesis (PhD (Educational Psychology))--University of Pretoria, 2007.
Orthopaedic Surgery
unrestricted
Mkhabela, Emly Zodwa. "Spelling difficulties in English first additional language learners : a study of grade 3 Isizulu home language learners in a primary school in Johannesburg." 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001774.
Повний текст джерелаThe aim of this study is to compare the standard of spelling among Grade 3 English First Additional Language learners who speak isiZulu as theirhome language to the requirements of the Curriculum and Assessment Policy Statement (DBE, 2011). The study draws on literature for contextualisation and to determine the CAPS requirements, and uses error analysis of continuous writing samples from learners to determine the variety and frequency of errors made. The list of errors is then studied for evidence of interference from the first language. In the final instance, the study presents the results of semi-structured interviews with Grade 3 EFAL- teachers on what they perceive as their role in spelling instruction, the challenges they encounter and strategies they use for overcoming these challenges
Zondo, Joseph Thembinkosi. "Difficulties to completing English homework : perspectives of six Grade seven learners from a township school." Thesis, 2014. http://hdl.handle.net/10413/11365.
Повний текст джерелаM. Ed. University of KwaZulu-Natal, Durban 2014.
Helps, Alwyn Florence Franken. "Factors contributing to the literacy success of Spanish-speaking kindergarten and first grade children." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=362520&T=F.
Повний текст джерелаMboacha, Evelyne. "A comparative study of the reading comprehension of english second language learners between urban and rural schools in Limpopo Province." Thesis, 2015. http://hdl.handle.net/10386/1646.
Повний текст джерелаThis study explores reading comprehension in rural and urban schools. The study was conducted against the background that it takes five to seven years for second language (L2) learners to become proficient in the English language. Generally, learners in rural schools use the mother tongue as the language of schooling. English is introduced only as a medium of instruction at Grade Four, although this is not often implemented or applied. By contrast, in urban schools the medium of instruction is English from as early as Grade R. As a result of this discrepancy in practice, learners in urban and rural schools have different experiences. This study was conducted to gain more insight into the reading comprehension and reading preferences of learners in both rural and urban schools, especially since there is a mismatch between the language policy on paper and the language realities on the ground. Descriptive statistics and analysis of variance was used to measure differences, determine mean scores and analyse tendencies of preferences. The total mean score for reading comprehension obtained by learners from Grade Four Rural (GFR) was 1.48, whereas the mean score for Grade Four Urban (GFU) was 1.92. From these scores, it is evident that the learners from GFR gave comparatively more wrong answers than their counterparts from GFU. Similarly, the results from the Grade Seven learners showed that there was a significant difference in mean scores (or performance) between Grade Seven Rural (GSR) and Grade Seven Urban (GSU) since the mean score for GSR was 1.37, while that for GSU was 2.24. The English language was preferred by the majority of the learners. The results of the study show that learners lack adequate proficiency in English second language to enable them to use it solely and effectively as a medium of instruction and learning. In addition, a low reading comprehension performance was noted, with the majority of the participants scoring below 50%. Recommendations are provided to improve the reading comprehension and performance of the learners.
Mulea, Maemu. "The impact of phonemic awareness difficulties on grade three learners performance in English in Musina Municipality Area." Diss., 2016. http://hdl.handle.net/11602/342.
Повний текст джерелаHorn, Catharina Aletta. "Music as an intervention strategy to address reading difficulties of grade 2 learners." Thesis, 2009. http://hdl.handle.net/10500/4059.
Повний текст джерелаEducational Studies
D. Ed. (Inclusive Education)
Britz, Petrea. "'n Taalervaringsbenadering tot leesmotivering in die primêre skoolfases." Thesis, 2014. http://hdl.handle.net/10210/12834.
Повний текст джерелаTwo critical problems experienced by significant numbers of children in the junior primary phase of school are, difficulties with reading and the lack of motivation to read. It is important that the reluctant reader receives the necessary help to become an efficient and motivated reader as reading influences many aspects of the child's life besides scholastic achievement, for example self-concept and social interaction. This study consists of a literature survey, the aim of which is to identify strategies and to develop guidelines for the construction of a reading motivation programme for reluctant readers who may also be experiencing reading problems. In an attempt to achieve the above goals use has been made of: 1) the language-experience approach, 2) the incorporation of cognitive and metacognitive strategies. The language-experience approach is a means of teaching children to read by capitalizing on their interests, experiences, and oral language facility. Students dictate stories and accounts based on their experiences; these materials are then used as the basis of the reading programme. This approach has distinct advantages for reluctant readers as it capitalizes on the child's unique experiences: Interest is virtually guaranteed as reading and sharing their own stories boost the morale of children whose previous reading experiences may have been fraught with failure. The aim of teaching metacognitive strategies for reading is to make the pupil aware of himself as a reader so that he realizes that he is in control of the reading process. The reader must become aware of his thought processes during reading: This reflection on personal thought processes is called "metacognition".
Yu, Li-Fen, and 游麗芬. "A Research of Exploring Experiences and Difficulties of Dialects Supporting Staff who Perform Ming-Nang Language Teaching-An Example of Primary Grades of Elementary Schools in Yunlin County." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/08637105881082327429.
Повний текст джерела國立嘉義大學
幼兒教育學系研究所
94
Abstract The purpose of this study was to explore and interpret experiences and difficulties of dialect supporting staff (DSS) who perform Ming-Nan language teaching in primary grades of elementary schools in Wen –Lin county in Taiwan. It also tried to understand these DSS’s teaching processing and their points of views about the professions of dialect teaching in Ming-Nan Language This was a qualitative research. The data was collected by applying semi-structured interview guide and deep interviews with participants. Several results were found and described as the following: A. DSS’s teaching experiences: a. Teaching motivations and their own life experiences will not directly affect their teaching behaviors. b. Due to their personal life experiences, it could guide a new thinking about mother language teaching. c. Applying games together with teaching is a good strategy to let children enjoy and accept the Ming-Nan language naturally. B. The commentary of Ming-Nan language teaching on the Wen-Ling County was: a. All these Ming-Nan language teachers are all DSS. b. All these DSS need to get their teaching licenses and then were permitted to teach. c. Ming-Nan Language is not the main stream on elementary schools. It is only treated as a make-up education. d. There are not enough conferences and workshops supported by government for these DSSs. They need to join some professional private clubs themselves to gain knowledge. C. Strategies for DSS to prepare for their teaching materials are: a. All the teaching materials could be chosen by DSS themselves. And, all these teaching materials need to share one another to increase effectiveness on teaching. b. The schools were not support enough resources for these DSSls. They also did not know how to ask for help. Therefore, they need to do all by themselves. D.The difficulties that these DSS had were: a. DSS do not feel safety on their jobs. Nobody could guarantee they can teach again for the following school years. They could lose their jobs any time. b. There is lack of environment for children to learn Ming-Nan language. DSS were upset about this. c. Teaching resources were not enough, and some of qualities of these materials were not good enough for children to read. Keywords: dialects supporting staff, Ming-Nan Language teaching, dialect teaching .
Kubíková, Adéla. "Porozumění textu u žáků mladšího školního věku - hlasité čtení versus poslech." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-386902.
Повний текст джерелаChuang, Hsia-Ping, and 莊夏萍. "An Action Research on the Integration of the Electronic Storybooks on Internet into Chinese Language Teaching to Promote Reading Comprehension and Writing Ability of the Third Graders in a Primary School." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/58739518669759550231.
Повний текст джерела國立新竹教育大學
進修部課程與教學碩士班
93
An Action Research on the Integration of the Electronic Storybooks on Internet into Chinese Language Teaching to Promote Reading Comprehension and Writing Ability of the Third Graders in a Primary School Abstract This action research aims to integrate the electronic storybooks on Internet in the Web of Council for Cultural Affairs into Chinese language teaching to promote reading comprehension and writing ability of the third graders in a primary school. A class of 28 third graders in a primary school taught by this researcher will be the subjects of this action research. The researcher and two colleagues will design the integrated teaching materials. Questionnaire investigation, worksheets, observation, interview, the researcher’s/teacher’s reflection journal, and research notes will be used to collect data. This research will end in May, 2005. The main results of this research are as follows: 1.Before teaching, students’ ability of reading, writing and interest are insufficient. 2.It is feasible to use the electronic storybooks on Internet into Chinese language teaching to promote reading and writing ability of the third graders in a primary school. 3.After teaching, the students’ ability of reading, writing and interest makes progress. 4.Personal professional growth of this researcher in the ability to design and implement has been shown. 5. Personal professional growth of this researcher in the ability to teach in more creative and various ways have been shown. 6. Personal professional growth of this researcher in the teaching attitude has been shown. 7. Reflective thinking growth of this researcher in this action has been shown. (1)The Integration of the electronic storybooks on Internet into Chinese language teaching can fully meet the pupil’s studying interests and curiosity. (2) The lesson design should focus on the target and pupils. (3) Teacher’s teaching attitude and information technology will influence the pupil’s results of learning intensely. (4) The teacher shall give a particular instruction and assessment to the students. Finally, based on the findings , suggestions with regard to how to improve primary school Chinese language teaching will be offered. Key words: Electronic Storybooks,Chinese Language, Reading Comprehension, Writing ability,Action research
CHEN, Jin-Tien, and 陳錦田. "An Action Inquiry about Hakka Language Curriculum and Instruction --From a starting point of ethnic identity and comprehension about a primary school pupil of Taipei county who belonged to Hakka people." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/43317174735780181763.
Повний текст джерела國立台北師範學院
課程與教學研究所
90
ABSTRACT The major purpose of this study is to explore the curriculum design and instruction of Hakka Language from a viewpoint of ethnic identity and comprehension by way of the cooperative action research. The reseacher and the cooperative teacher drafted program plans of the “Hakka Ethnic Identity Studies”. The studies intergrated through the topic “Hakka Ethnic Identity”. Using a spirialing cycles research approach , each of the program plans was kept a check on bringing into practice, reflected, and evaluated. Also , the researcher and the cooperative teacher discussed the actual effect of the program and resolutions to these problems emerged in the process of implementation. According to this study, the resultsare as follows: 1.The connotation of the Hakka ethnic identity program must be built under the ethnic identity elements , and to combine with Hakka culture resources , appropriately to design the theme of instruction then match up suitable tactic of tuition. 2.The learning model which to link up ethnic identity with Hakka language might obtain essential recognizing and understanding in the learning of ethnic identity. Finally , based on the above results , the suggestions regarding the implementation and the future research of intergrating with Hakka ethnic identity in the Hakka Language Studies are raised.
Kamlongera, Cecilia Esnath. "An investigation into the use of the balanced literacy approach to improve standard four pupils’ achievement in English reading and writing in Malawi." Thesis, 2010. http://hdl.handle.net/10500/4890.
Повний текст джерелаEnglish Studies
D. Litt. et Phil. (English)
Brossard, Stéphanie. "Relations entre lecture et vocabulaire chez des élèves ayant un trouble développemental du langage de 8 à 11 ans." Thèse, 2019. http://hdl.handle.net/1866/22832.
Повний текст джерела