Добірка наукової літератури з теми "Reading-accuracy achievement"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Reading-accuracy achievement".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Reading-accuracy achievement"
Metsala, Jamie L., Rauno Parrila, Nicole J. Conrad, and S. Hélène Deacon. "Morphological awareness and reading achievement in university students." Applied Psycholinguistics 40, no. 03 (April 15, 2019): 743–63. http://dx.doi.org/10.1017/s0142716418000826.
Повний текст джерелаBehrmann, Lars, and Elmar Souvignier. "The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*." Zeitschrift für Pädagogische Psychologie 27, no. 4 (October 2013): 283–93. http://dx.doi.org/10.1024/1010-0652/a000112.
Повний текст джерелаRochman, Muhammad. "The IMPORTANCE OF TEACHING READING: IMPROVING STUDENTS’ READING COMPREHENSION IN EFL CONTEXT EMPHASIZED ON READING FLUENCY AND ACCURACY." JOURNEY (Journal of English Language and Pedagogy) 1, no. 1 (September 16, 2018): 6–14. http://dx.doi.org/10.33503/journey.v1i1.91.
Повний текст джерелаRobinson, Gregory L., and Robert N. Conway. "Irlen Filters and Reading Strategies: Effect of Coloured Filters on Reading Achievement, Specific Reading Strategies, and Perception of Ability." Perceptual and Motor Skills 79, no. 1 (August 1994): 467–83. http://dx.doi.org/10.2466/pms.1994.79.1.467.
Повний текст джерелаBerninger, Virginia Wise. "Normal Variation in Reading Acquisition." Perceptual and Motor Skills 62, no. 3 (June 1986): 691–716. http://dx.doi.org/10.2466/pms.1986.62.3.691.
Повний текст джерелаKlingbeil, David A., Ethan R. Van Norman, Peter M. Nelson, and Chris Birr. "Evaluating Screening Procedures Across Changes to the Statewide Achievement Test." Assessment for Effective Intervention 44, no. 1 (January 12, 2018): 17–31. http://dx.doi.org/10.1177/1534508417747390.
Повний текст джерелаKuhlmann, Emily Hope, and Amy Lynn Conrad. "Word Reading in Boys With Isolated Oral Clefts: Comparison to Unaffected Average and Dyslexic Readers Using the Dual-Route Model." Cleft Palate-Craniofacial Journal 57, no. 3 (August 1, 2019): 310–20. http://dx.doi.org/10.1177/1055665619867015.
Повний текст джерелаBishop, Anne G. "Prediction of First-Grade Reading Achievement: A Comparison of Fall and Winter Kindergarten Screenings." Learning Disability Quarterly 26, no. 3 (August 2003): 189–200. http://dx.doi.org/10.2307/1593651.
Повний текст джерелаRochman, Muhammad. "The Importance of Teaching Reading: Emphasize for Reading Fluency or Accuracy in Improving Students’ Reading Comprehension in EFL Context." Ethical Lingua: Journal of Language Teaching and Literature 4, no. 1 (February 20, 2017): 11–29. http://dx.doi.org/10.30605/ethicallingua.v4i1.345.
Повний текст джерелаOchs, Sarah, Milena A. Keller-Margulis, Kristi L. Santi, and John H. Jones. "Long-Term Validity and Diagnostic Accuracy of a Reading Computer-Adaptive Test." Assessment for Effective Intervention 45, no. 3 (December 6, 2018): 210–25. http://dx.doi.org/10.1177/1534508418796271.
Повний текст джерелаДисертації з теми "Reading-accuracy achievement"
Bates, Caroline. "Teachers' judgements of reading achievement : the influence of problem behaviour and the degree of teacher accuracy /." Title page, contents and introduction only, 1997. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsb329.pdf.
Повний текст джерелаFeinberg, Adam Brett. "Teacher accuracy : an examination of teacher-based judgements of students reading with different achievement levels /." Diss., 2003. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3086945.
Повний текст джерела(14009902), Susan A. Galletly. "An exploration of rapid-use reading-accuracy tests in an Australian context." Thesis, 2008. https://figshare.com/articles/thesis/An_exploration_of_rapid-use_reading-accuracy_tests_in_an_Australian_context/21397605.
Повний текст джерелаWhen compared to western countries such as the USA, Australia has made relatively little use of reading-accuracy tests at the school level. This is despite there being readily available rapid-use reading-accuracy tests such as the Dynamic Indicators of Basic Early Literacy Skills (DIBELS, Good & Kaminski, 2002a), and the Test of Word Reading Efficiency (TOWRE, Torgesen, Wagner, & Rashotte, 1999).
Current developments such as the publication of the report of the National Inquiry into the Teaching of Literacy (NITL) have given impetus to addressing this issue. This investigation explores the use of both the DIBELS and TOWRE tests to establish their usefulness in Australian school settings for the following purposes:
- Providing reliable achievement data for monitoring reading-accuracy achievement at school level.
- Providing useful qualitative diagnostic data.
- Building school and teacher understanding of reading-accuracy development, assessment and instruction.
- Building school and teacher effectiveness in instructional decision-making from test-data, to improve reading-accuracy instruction and achievement.
The results from the investigation indicate that both DIBELS and TOWRE tests are suitable for the above stated purposes. The results intimate a need to establish norms for Australian use of the tests, and value in developing specific additional tests.
Based on the findings of this research, a number of recommendations have been made towards Australian use of DIBELS and TOWRE tests. A model of reading-accuracy development is also presented for use in Australian reading instruction.
Chen, li-ru, and 陳麗如. "The correlation between Chinese Phonetic Symbols learning in kindergarden and Chinese Phonetic Symbols achievement, verbal comprehension, and reading accuracy .in first grade." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/10322418623321262632.
Повний текст джерела國立屏東師範學院
國民教育研究所
88
AbstractThe purposes of this study are as follows:1. To analyze the influence of Chinese Phonetic Symbols learning in kindergarten on Chinese Phonetic Symbols achievement, verbal comprehension, and reading accuracy.2. To analyze the influence of the openness of kindergarten''s curriculum on Chinese Phonetic Symbols achievement, verbal comprehension, and reading accuracy.3. To investigate the correlation between Chinese Phonetic Symbols achievement and verbal comprehension and between Chinese Phonetic Symbols achievement and reading accuracy.4. To investigate the influence of the type of presentation of Chinese Phonetic Symbols on verbal comprehension and reading accuracy.Two self-designed tests, The Elementary Chinese Phonetic Symbols Achievement Test and The Verbal Comprehension Test, and two other scales, The Scale of Learning Experience in Kindergarten and The Scale of Kindergarten''s Curriculum are used in this study.The samples of this study are two classes of first grade students. The Scale of Learning Experience in Kindergarten is used to gather information on student''s Chinese Phonetic Symbols learning experience in kindergarten and The Scale of Kindergarten''s Curriculum is used to gather information on the openness of kindergarten''s curriculum. The first grade students took The Elementary Chinese Phonetic Symbols Achievement Test in the eleventh week after they finishing the Chinese Phonetic Symbols course and took The Verbal Comprehension Test in the second semester. The independent variables are the instructional type of Chinese Phonetic Symbols in kindergarten, the type of summer school of Chinese Phonetic Symbols, the learning experience of Chinese Phonetic Symbols before entering into the elementary school, and the openness of kindergarten''s curriculum. The dependent variables are first grade student''s Chinese Phonetic Symbols achievement, verbal comprehension, and reading accuracy. The SPSS statistical software is used for one way analysis of variance, correlation in this study.The conclusion of this study are:1. The type of instruction of Chinese Phonetic Symbols in kindergarten do not have significant influence on first grade student''s Chinese Phonetic Symbols achievement, verbal comprehension, and reading accuracy.2. The type of summer school of Chinese Phonetic Symbols do not have significant influence on first grade student''s Chinese Phonetic Symbols achievement, verbal comprehension, and reading accuracy.3. The Chinese Phonetic Symbols learning experience before entering into the elementary school do not have significant influence on first grade student''s Chinese Phonetic Symbols achievement, verbal comprehension, and reading accuracy.4. The openness of kindergarten''s curriculum do not have significant influence on first grade student''s Chinese Phonetic Symbols achievement, verbal comprehension, and reading accuracy.5. There is a positive correlation between Chinese Phonetic Symbols achievement and verbal comprehension; and a positive correlation between Chinese Phonetic Symbols achievement and reading accuracy. But there hasn''t significant correlation between verbal comprehension and reading accuracy.6. The type of presentation of Chinese Phonetic Symbols do not influence student''s verbal comprehension. But the type of presentation of Chinese Phonetic Symbols has an influence on student''s reading accuracy, students have better reading accuracy performance when presented both with Chinese Phonetic Symbols only and with words and Chinese Phonetic Symbols together than with words only.According to the results of this study, the following suggestions are recommended:1. There is no necessary to emphasize the teaching of Chinese Phonetic Symbols in kindergarten, but teachers should design and teach a variety of language activities.2. The first grade teachers should teach normally in the first ten weeks of Chinese Phonetic Symbols course.3. Parents should have accurate understanding and confidence in regular instruction of kindergarten and first grade, and should not ask kindergarten teachers to teach Chinese Phonetic Symbols.4. There are a couple of topics are recommended for further study:(1) The transitional problems of writing between kindergarten and first grade.(2) The analysis of the pattern of reading errors.(3) Other relevant factors between verbal comprehension ability and Chinese Phonetic Symbols achievement.(4) The influence of the type of presentation of Chinese Phonetic Symbols on student''s verbal comprehension in the beginning of the Chinese Phonetic Symbols course and the influence on second and above grade student''s verbal comprehension performance.
Частини книг з теми "Reading-accuracy achievement"
Snowling, Margaret J. "1. Does dyslexia exist?" In Dyslexia: A Very Short Introduction, 1–11. Oxford University Press, 2019. http://dx.doi.org/10.1093/actrade/9780198818304.003.0001.
Повний текст джерела