Zobrazeno 1 - 10
of 107
pro vyhledávání: '"Elfrieda H. HIEBERT"'
Publikováno v:
International Electronic Journal of Elementary Education, Vol 4, Iss 1, Pp 107-125 (2017)
In this study we examined the effects of syntactic and lexical complexity on third-grade students' comprehension of science texts. A total of 16 expository texts were designed to represent systematic differences in levels of syntactic and lexical c
Externí odkaz:
https://doaj.org/article/66fc0bfda8fa45578e76fdf5fcc841c8
Publikováno v:
Education Sciences, Vol 10, Iss 12, p 389 (2020)
This study describes the features of words known and unknown by first graders of different proficiency levels in six instances of an oral reading fluency assessment: three in winter and three in spring. A sample of 411 students was placed into four g
Externí odkaz:
https://doaj.org/article/58358c739634409792e294011b386eb7
Publikováno v:
Education Sciences, Vol 9, Iss 1, p 8 (2019)
The two studies reported on in this paper examine the features of words that distinguish students’ performances on vocabulary assessments as a means of understanding what contributes to the ease or difficulty of vocabulary knowledge. The two studie
Externí odkaz:
https://doaj.org/article/7b77fea53b6a4f8a85da4942214b6365
Publikováno v:
International Electronic Journal of Elementary Education, Vol 4, Iss 1, Pp 107-125 (2011)
In this study we examined the effects of syntactic and lexical complexity on third-grade students' comprehension of science texts. A total of 16 expository texts were designed to represent systematic differences in levels of syntactic and lexical com
Externí odkaz:
https://doaj.org/article/dd3ee2ad40704024b0a97cf2631aeef5
Recent educational reform initiatives such as the Common Core State Standards (CCSS) largely fail to address the needs--or tap into the unique resources--of students who are developing literacy skills in both English and a home language. This book di
Publikováno v:
Reading Psychology. :1-38
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f5b38ced8a36a937990990536c9b166e
https://doi.org/10.1080/02702711.2023.2179146
https://doi.org/10.1080/02702711.2023.2179146
Publikováno v:
Reading Psychology. 44:484-513
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e47bedbfecbefbb27cf3470938f8e9f2
https://doi.org/10.1080/02702711.2022.2163443
https://doi.org/10.1080/02702711.2022.2163443
Publikováno v:
The Elementary School Journal. 122:557-590
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a3ae4e3aba413c965bfed6c29ecebe33
https://doi.org/10.1086/719658
https://doi.org/10.1086/719658
Autor:
Elfrieda H. Hiebert, Michael L. Kamil
Although proficiency in vocabulary has long been recognized as basic to reading proficiency, there has been a paucity of research on vocabulary teaching and learning over the last two decades. Recognizing this, the U.S. Department of Education recent
Publikováno v:
Phi Delta Kappan. 103:8-13
Much of the attention given to literacy, of late, has focused on ensuring that students can read, without consideration to what they are given to read. Kristin Conradi Smith & Elfrieda H. Hiebert discuss four general aspects of the texts used in elem
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::57584f9f8083ad71e73e570542fd6895
https://doi.org/10.1177/00317217221100001
https://doi.org/10.1177/00317217221100001