Zobrazeno 1 - 10
of 17
pro vyhledávání: '"Molly Ness"'
Publikováno v:
Reading and Writing. 33:1133-1162
An experiment examined orthographic facilitation of vocabulary learning, that is, whether showing students spellings of novel words during learning helps them remember the words when spellings are no longer present. The purpose was to determine wheth
Autor:
Molly Ness
Publikováno v:
Journal of Research in Childhood Education. 33:459-470
Many preservice and early career teachers in the United States are White, middle class, and female and as such have little firsthand experience working with or growing up in the increasingly diverse population of U.S. schools. As a part of a graduate
Autor:
Molly Ness, Barry Zuckerman, Joseph Sanfilippo, Yaacov Petscher, Nadine Gaab, Leonard Rappaport
Publikováno v:
Pediatrics
Dyslexia is a common learning disorder that renders children susceptible to poor health outcomes and many elements of socioeconomic difficulty. It is commonly undiagnosed until a child has repeatedly failed to learn to read in elementary school; this
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0ea8e4003500683518e10949f94f1e2a
https://europepmc.org/articles/PMC7329249/
https://europepmc.org/articles/PMC7329249/
Publikováno v:
Journal of Psycholinguistic Research. 47:585-606
The study assessed the clinical utility of an invented spelling tool and determined whether invented spelling with linguistic manipulation at segmental and supra-segmental levels can be used to better identify reading difficulties. We conducted lingu
Autor:
Naomi Schimmel, Molly Ness
Publikováno v:
Reading Psychology. 38:390-416
This study examined the effects of reading mode (oral and silent) and text genre (narrative and expository) on fourth graders’ reading comprehension. While controlling for prior reading ability of 48 participants, we measured comprehension. Using a
Publikováno v:
Reading and Writing. 30:1137-1156
Orthographic facilitation refers to the boost in vocabulary learning that is provided when spellings are shown during study periods, but not during testing. The current study examined orthographic facilitation in beginning readers and whether directi
Autor:
Molly Ness
Publikováno v:
Educating the Young Child ISBN: 9783030193645
Young children are naturally curious; as they begin formal schooling, they come to our elementary classrooms with many pressing questions about the world around them. This chapter provides vignettes taken from an observational, participatory study of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::de236d3946a610112400f99f2dfeebcb
https://doi.org/10.1007/978-3-030-19365-2_5
https://doi.org/10.1007/978-3-030-19365-2_5
Autor:
Molly Ness
Publikováno v:
Early Childhood Education Journal. 45:575-581
The purpose of this article is to explore the use of picture walks in narrative and informational text as a method to encourage question generation. This article overviews the instructional benefits of having students generate their own questions bef
Autor:
Molly Ness
Publikováno v:
The Reading Teacher. 70:189-196
When literacy instruction is driven by student-generated questions, students are able to dive deeper into text. This article explores the cognitive and motivational benefits of question generation to foster reading comprehension. The author presents
Autor:
Molly Ness
Publikováno v:
The Teacher Educator. 50:257-271
An essential element in teaching children to effectively comprehend text is the use of teacher-led think alouds. The overarching objective of this study was to explore how to better prepare preservice teachers to conduct think alouds in their future