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Статті в журналах з теми "Quality and Quantity of Literacy Instruction"
Stephens, O. "Braille—Implications for Living." Journal of Visual Impairment & Blindness 83, no. 6 (June 1989): 288–89. http://dx.doi.org/10.1177/0145482x8908300606.
Повний текст джерелаPianta, Robert C., Jay Belsky, Nathan Vandergrift, Renate Houts, and Fred J. Morrison. "Classroom Effects on Children’s Achievement Trajectories in Elementary School." American Educational Research Journal 45, no. 2 (June 2008): 365–97. http://dx.doi.org/10.3102/0002831207308230.
Повний текст джерелаDawe, Lydia, and Ainslie Robinson. "Wikipedia editing and information literacy: a case study." Information and Learning Science 118, no. 1/2 (January 9, 2017): 5–16. http://dx.doi.org/10.1108/ils-09-2016-0067.
Повний текст джерелаKuo, Li-Jen, Yu-Min Ku, Zhuo Chen, and Melike Ünal Gezer. "The relationship between input and literacy and metalinguistic development: A study with Chinese–English bilinguals." International Journal of Bilingualism 24, no. 1 (June 13, 2018): 26–45. http://dx.doi.org/10.1177/1367006918768312.
Повний текст джерелаSun, Lixuan, and Adelina Asmawi. "Research Progress and Trend of Business English Writing Instruction in China (2002-2021): A Bibliometric Analysis." World Journal of English Language 12, no. 6 (August 5, 2022): 241. http://dx.doi.org/10.5430/wjel.v12n6p241.
Повний текст джерелаBeecher, Constance C., Mary I. Abbott, Sarah Petersen, and Charles R. Greenwood. "Using the Quality of Literacy Implementation Checklist to Improve Preschool Literacy Instruction." Early Childhood Education Journal 45, no. 5 (August 16, 2016): 595–602. http://dx.doi.org/10.1007/s10643-016-0816-8.
Повний текст джерелаDetmering, Robert, Anna Marie Johnson, Claudene Sproles, Samantha McClellan, and Rosalinda Hernandez Linares. "Library instruction and information literacy 2013." Reference Services Review 42, no. 4 (November 10, 2014): 603–715. http://dx.doi.org/10.1108/rsr-07-2014-0028.
Повний текст джерелаUsova, Tatiana, and Robert Laws. "Teaching a one-credit course on data literacy and data visualisation." Journal of Information Literacy 15, no. 1 (January 11, 2021): 84. http://dx.doi.org/10.11645/15.1.2840.
Повний текст джерелаMatlin, Talitha Rosa, and Tricia Lantzy. "Maintaining Quality While Expanding Our Reach: Using Online Information Literacy Tutorials in the Sciences and Health Sciences." Evidence Based Library and Information Practice 12, no. 3 (September 18, 2017): 95. http://dx.doi.org/10.18438/b8zd3q.
Повний текст джерелаCaplan, Victoria F., and Eunice S. P. Wong. "Diversity within unity: jazzing up sustainable information literacy teams." Library Management 37, no. 6/7 (August 8, 2016): 326–39. http://dx.doi.org/10.1108/lm-05-2016-0039.
Повний текст джерелаДисертації з теми "Quality and Quantity of Literacy Instruction"
Sahin, Alpaslan. "The effects of types, quantity, and quality of questioning in improving students' understanding." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2491.
Повний текст джерелаFarley, Kristin S. "Quantity and Quality of Early Childhood Language and Literacy Learning Opportunities: A Latent Profile Analysis and Examination of Predictors and Associations with Children’s Language and Literacy Outcomes." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523633548428041.
Повний текст джерелаMiller, Cynthia Lynn. "Elements of process quality within a preschool's language and early literacy environment| The influence on children's pre-reading and writing performance in the beginning of kindergarten." Thesis, Indiana University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10107037.
Повний текст джерелаThe purpose of this correlational study was to determine whether a relationship existed between the physical and social elements of process quality within a preschool’s language and early literacy environment and children’s pre-reading and writing performance in the beginning of kindergarten in a rural school district. The study examined school readiness, quality preschool experiences, and early literacy development with theoretical concepts by Vygotsky providing the foundation for children’s development. Four Keystone STAR preschools and ninety-seven kindergarten children participated in the study. Preschool observation data were collected utilizing the Early Childhood Environment Rating Scale – Revised Edition (ECERS-R) (Harms, Clifford, & Cryer, 1998) and the Early Language & Literacy Classroom Observation (ELLCO) Pre-K (Smith, Brady, & Anastasopoulos, 2008). Assessment data pertaining to children’s pre-reading and writing performance in the beginning of kindergarten were collected from the Center for Improving the Readiness of Children for Learning and Education (CIRCLE) (Landry, Assel, Williams, Zucker, Swank, & Gunnewig, 2014), Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next (Good, Kaminski, Cummings et al., 2011), Concepts About Print tasks, and District Writing Samples scored using the Conventions of Writing Developmental Scale (Feldgus & Cardonick, 1999). Demographic data were also collected about kindergarten participants to provide background information used for statistical analyses. Qualitative data were collected in the form of preschool observation notes and information reported on a Response Survey for Participating Preschools. Preschool observation data from the ECERS-R and ELLCO Pre-K revealed strengths and weaknesses in rating scores for elements of process quality related to language and literacy. Results of data analyses showed a significant relationship between the physical elements of process quality from the ELLCO Pre-K and children’s performance on the DIBELS Next. Other factors that were found to have significant relationships included gender (female) with performance on the CIRCLE Rapid Letter Naming, gender (female) with performance on the DIBELS Next, and entry age to kindergarten with results from the CIRCLE PA Composite score. This study found the quality of preschool environments, among other factors, to contribute to children’s early literacy development.
Reach, Karen Pierson. "An Investigation of Reading Instruction in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1377.
Повний текст джерелаHsu, Ya Hui, and 許雅惠. "Effects of “Literacy Instruction of Characters’Glyphs and Meanings” on Word Recognition Ability and Quantity of Chinese Characters of First Graders." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/48934494756053617377.
Повний текст джерела國立臺中教育大學
語文教育學系碩博士班
100
The main purpose of this study was to investigate the effects of “Literacy Instruction of Characters’Glyphs and Meanings” on word recognition ability and quantity of Chinese characters of the first grade students. Quasi-experiment design was adapted to the present study. The participants were 47 first grade students selected from two classes in an elementary school in Taichung City. There were 23 students in the experimental group and 24 students in the control group. Students in the experimental group received “Literacy Instruction of Characters’Glyphs and Meanings” for 10 weeks, 5 sections (i.e. 200 mines) per week, while those in the control group did not receive any. This study utilized two quantitative facilities. The Word Recognition Ability Test and the Vocabulary Rating Scales were utilized to examine the word recognition ability and the effects of the quantity of Chinese characters. The collected data were analyzed by one-way ANCOVA. The feedbacks offered by students in the experimental group were also analyzed. The conclusions of the study were summarized as follows: First, “Literacy Instruction of Characters’Glyphs and Meanings” could significantly increase the ability of the experimental group students’ word recognition. This instruction significantly improved the performance of the students’ word recognition ability on the aspects of “orthography,” and “character structure” in the Word Recognition Ability Test, but did not significantly improve the aspects of “phonology,” and “semantics”. Second, “Literacy Instruction of Characters’Glyphs and Meanings” could significantly increase the performance of students’ quantity of Chinese characters on the Vocabulary Rating Scales. Results showed that the average of the quantity of Chinese characters 830 in the experimental group, and 629 in the control group. Third, the students’ feedbacks showed that more than 86% of students in experimental group enjoyed “Literacy Instruction of Characters’Glyphs and Meanings” and that more than 80% of students in experimental group enjoyed the practice worksheets. All results are discussed and some suggestions for the application of instructional and future researches are offered as well.
Krohn, Katherine Rae. "The Effect of Self-Recording and Contingent Credit on the Quantity and Relevance of College Student Participation in Class Discussion." 2010. http://trace.tennessee.edu/utk_graddiss/815.
Повний текст джерелаКниги з теми "Quality and Quantity of Literacy Instruction"
H, Brock Cynthia, ed. Academic literacy for English learners: High-quality instruction across content areas. New York: Teachers College Press, 2009.
Знайти повний текст джерелаReading for Life: High Quality Literacy Instruction for All. Taylor & Francis Group, 2018.
Знайти повний текст джерелаStone, Lyn. Reading for Life: High Quality Literacy Instruction for All. Taylor & Francis Group, 2018.
Знайти повний текст джерелаStone, Lyn. Reading for Life: High Quality Literacy Instruction for All. Taylor & Francis Group, 2018.
Знайти повний текст джерелаStone, Lyn. Reading for Life: High Quality Literacy Instruction for All. Taylor & Francis Group, 2018.
Знайти повний текст джерелаStone, Lyn. Reading for Life: High Quality Literacy Instruction for All. Taylor & Francis Group, 2018.
Знайти повний текст джерелаStone, Lyn. Reading for Life: High Quality Literacy Instruction for All. Taylor & Francis Group, 2018.
Знайти повний текст джерелаQuality Literacy Instruction For Students With Autism Spectrum Disorders. Autism Asperger Publishing Company, 2010.
Знайти повний текст джерелаQuality Literacy Instruction for Students W/Autism Spectrum Disorders. Autism Asperger Publishing Company, 2012.
Знайти повний текст джерелаPeery, Angela, and Tracey Shiel. What to Look for in Literacy: A Leader's Guide to High Quality Instruction. Taylor & Francis Group, 2021.
Знайти повний текст джерелаЧастини книг з теми "Quality and Quantity of Literacy Instruction"
Gabriel, Rachael. "How Literacy Policy Shapes Understandings of Teacher Quality: Coaching, Evaluation, and Measures of Teacher Effectiveness." In How Education Policy Shapes Literacy Instruction, 169–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08510-9_7.
Повний текст джерелаWang, Morgan C., Charles D. Dziuban, Ida J. Cook, and Patsy D. Moskal. "Dr. Fox Rocks: Using Data-mining Techniques to Examine Student Ratings of Instruction." In Quality Research in Literacy and Science Education, 383–98. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8427-0_19.
Повний текст джерелаSchweig, Jonathan D., and José Felipe Martínez. "Understanding (Dis)Agreement in Student Ratings of Teaching and the Quality of the Learning Environment." In Student Feedback on Teaching in Schools, 91–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_6.
Повний текст джерелаCheng, May May Hung, and Fang-Yin Yeh. "STEM Teacher Professional Development for Primary School Teachers in Hong Kong." In Concepts and Practices of STEM Education in Asia, 271–87. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2596-2_15.
Повний текст джерелаFerrante, Mauro, and Anna Maria Parroco. "Media and fake news: An analysis of citizens’ attitudes toward misinformation in European countries." In Proceedings e report, 185–90. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-461-8.35.
Повний текст джерела"Quality Instruction in Adult Literacy Education." In Toward Defining and Improving Quality in Adult Basic Education, 101–20. Routledge, 2013. http://dx.doi.org/10.4324/9780203936740-13.
Повний текст джерелаGuthrie, John, and Jennifer McPeake. "Literacy Engagement: The Missing Link." In Quality Reading Instruction in the Age of Common Core Standards, 162–75. International Reading Association, 2013. http://dx.doi.org/10.1598/0496.12.
Повний текст джерелаFenley, Sue. "Navigation and Visualisation Techniques in eLearning and Internet Research." In Digital Literacy, 636–67. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1852-7.ch033.
Повний текст джерелаStrickland, Dorothy. "Linking Early Literacy Research and the Common Core State Standards." In Quality Reading Instruction in the Age of Common Core Standards, 13–25. International Reading Association, 2013. http://dx.doi.org/10.1598/0496.02.
Повний текст джерела"A Balanced Framework for Instruction." In Advances in Early Childhood and K-12 Education, 63–81. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5007-5.ch004.
Повний текст джерелаТези доповідей конференцій з теми "Quality and Quantity of Literacy Instruction"
Li, Haiyan. "Quality of English Language Learner Literacy Instruction Before and During the COVID-19 Pandemic." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1883614.
Повний текст джерелаLi, Haiyan. "Quality of English Language Learner Literacy Instruction Before and During the COVID-19 Pandemic." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1883614.
Повний текст джерелаSong, Min Hae, Seong-Hyeok Yang, and Jooyong Park. "Asking for Good Ideas can Hurt Creativity: The Effects of Two-step Instruction Method on Quantity and Quality of Ideas." In C&C '21: Creativity and Cognition. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450741.3466631.
Повний текст джерелаSchmidt, Philip S., and Theresa L. Jones. "Automated Outcomes-Based Assessment Process for Traditional and Project-Based Engineering Instruction." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60947.
Повний текст джерелаHassad, Rossi. "Variability in the teaching of statistical literacy: a case of pedagogical dissonance?" In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15320.
Повний текст джерелаCoffin Murray, Meg, and Jorge Pérez. "Informing and Performing: A Study Comparing Adaptive Learning to Traditional Learning." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2140.
Повний текст джерелаЗвіти організацій з теми "Quality and Quantity of Literacy Instruction"
Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.
Повний текст джерелаKibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.
Повний текст джерелаSchipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.
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