Výsledky vyhledávání - "Elham Zargar"

Using Interactive E-Book User Log Variables to Track Reading Processes and Predict Digital Learning Outcomes

Autor: Carol McDonald Connor, Stephanie L. Day, Dandan Yang, Elham Zargar, Ashley Adams

Publikováno v: Assessment for Effective Intervention. 46:292-303

Stealth assessment has been successfully embedded in educational games to measure students’ learning in an unobtrusive and supportive way. This study explored the possibility of applying stealth assessment in a digital reading platform and sought t

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::745cd0fc506e30a7c433893dc596b1cf
https://doi.org/10.1177/1534508420941935

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Using Assessment to Improve the Accuracy of Teachers' Perceptions of Students' Academic Competence

Autor: Dandan Yang, Khamia B. Powell, Novell E. Tani, Carol McDonald Connor, Taffeta Wood, Jin Kyoung Hwang, Brandy Gatlin-Nash, Elham Zargar

Publikováno v: Elem Sch J

Teachers’ perceptions of their students’ academic skills can affect students’ achievement and may be influenced by unrelated student characteristics such as socioeconomic status (SES). In this ad hoc randomized controlled trial, teachers (n = 2

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::30201014bc609ee9e77fc1241a561b2b
https://pubmed.ncbi.nlm.nih.gov/34924590

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Opening the black box: user-log analyses of children's e-Book reading and associations with word knowledge

Autor: Elham Zargar, Ying Xu, Carol McDonald Connor, Osman Umarji, Renzhe Yu, Stephanie L. Day

Publikováno v: READING AND WRITING, vol 34, iss 3
Reading and Writing, vol 34, iss 3

Third to fifth graders read an interactive choose-your-own adventure e-Book. User logs recorded their reading behaviors and were used to investigate students’ in-the-moment reading behaviors. Reader’s standards of coherence, motivation, and readi

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9ac2f01e82e0162ebc76d160a8f8b455
https://escholarship.org/uc/item/0bt2943v

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Observing individual children in early childhood classrooms using Optimizing Learning Opportunities for Students (OLOS): A feasibility study

Autor: Deborah Lowe Vandell, Ashley Adams, Belinda E. Hernandez, Taffeta Wood, Elham Zargar, Carol McDonald Connor

Publikováno v: Early childhood research quarterly, vol 52, iss Pt B
Early Child Res Q

In this study, we present a newly developed observational system, Optimizing Learning Opportunities for Students (OLOS). OLOS is designed to elucidate the learning opportunities afforded to individual children within early childhood classrooms and as

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d8e859760e8d78c977cb1213cd8fc838
https://escholarship.org/uc/item/8p03f94h

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The relations between children's comprehension monitoring and their reading comprehension and vocabulary knowledge: an eye-movement study

Autor: Ashley Adams, Carol McDonald Connor, Elham Zargar

Publikováno v: Reading and Writing, vol 33, iss 3
Reading and writing, vol 33, iss 3
Read Writ

Poor reading comprehension may be due to having ineffective comprehension monitoring, the metacognitive process of evaluating and regulating comprehension. When comprehension breaks down due to an inconsistency either at the word-level (e.g., due to

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f614f6ed7081eb7ed0ffd37f5414fecd
https://escholarship.org/uc/item/05f0z4j9

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Building Word Knowledge, Learning Strategies, and Metacognition with the Word-Knowledge E-Book

Autor: Jin Kyoung Hwang, Carol McDonald Connor, Karen S. Taylor, Elham Zargar, Masha R. Jones, Taffeta Wood, Stephanie L. Day

Publikováno v: Connor, Carol McDonald; Day, Stephanie L; Zargar, Elham; Wood, Taffeta S; Taylor, Karen S; Jones, Masha R; et al.(2019). Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book. COMPUTERS & EDUCATION, 128, 284-311. doi: 10.1016/j.compedu.2018.09.016. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/2tm8x59t

Many children fail to comprehend what they read because they do not monitor their understanding, which requires making accurate judgements of what they know and then employing repair strategies when comprehension fails. Relying on research from learn

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f012e8607211380dfe86c2e5486a760a
https://escholarship.org/uc/item/2tm8x59t

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Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

Autor: Carol McDonald Connor, Jennifer Dombek, Elizabeth C. Crowe, Mercedes Spencer, Elizabeth L. Tighe, Sean Coffinger, Elham Zargar, Taffeta Wood, Yaacov Petscher

Publikováno v: Connor, CM; Dombek, J; Crowe, EC; Spencer, M; Tighe, EL; Coffinger, S; et al.(2017). Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI). JOURNAL OF EDUCATIONAL PSYCHOLOGY, 109(3), 301-320. doi: 10.1037/edu0000128. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/72b0461s
Journal of educational psychology, vol 109, iss 3

With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c954c38630c55e108991b840b697adcc
http://www.escholarship.org/uc/item/72b0461s

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