Zobrazeno 1 - 10
of 51
pro vyhledávání: '"Katherine A. Binder"'
Publikováno v:
School Psychology. 38:59-66
Teachers often encourage students to use test-taking strategies during reading comprehension assessments, but these strategies are not always evidence-based. One common strategy involves teaching students to read the questions before reading an assoc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3b2d92ac0dcfd139d99b44a971a31df9
https://doi.org/10.1037/spq0000526
https://doi.org/10.1037/spq0000526
Publikováno v:
Journal of Psycholinguistic Research. 51:1023-1041
The goal of this study was to describe how underlying vocabulary knowledge manifests into vocabulary usage, and in turn, how usage predicts writing quality among adult basic education (ABE) learners. ABE learners were administered tasks that measured
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b59603974ee33f225c3bec4d0ff95ce6
https://doi.org/10.1007/s10936-022-09877-5
https://doi.org/10.1007/s10936-022-09877-5
Publikováno v:
Reading and Writing.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::99bdc2108bd085a7eda8e8d78aae35f7
https://doi.org/10.1007/s11145-023-10428-0
https://doi.org/10.1007/s11145-023-10428-0
Publikováno v:
Journal of Research in Reading. 44:737-756
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3f9453a4b6fb38d72061906c2f3e843b
https://doi.org/10.1111/1467-9817.12369
https://doi.org/10.1111/1467-9817.12369
Publikováno v:
J Res Read
BACKGROUND: The purpose of the current study was to examine how the morphological structure of a real word or novel word affected the incidental vocabulary learning of participants and to examine how these target items are processed as they are read.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e626e0c17e2f4707a3bfce76b5c3e1d4
https://doi.org/10.1111/1467-9817.12314
https://doi.org/10.1111/1467-9817.12314
Publikováno v:
J Psycholinguist Res
The purpose of this study was to examine the factor structure of vocabulary. We believe that not only is vocabulary multidimensional, but depth of vocabulary knowledge should also be assessed with multiple measures since it too, is composed of multip
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0e206cd9510414574b06addddd8cdf9d
https://doi.org/10.1007/s10936-020-09694-8
https://doi.org/10.1007/s10936-020-09694-8
Publikováno v:
Read Res Q
The authors examined the influence of context meaning consistency on incidental vocabulary acquisition during reading. Context meaning consistency refers to informational context that reflected the same meaning (i.e., consistent) or different meaning
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::04613feedc9b9da1e1c1791374c6d718
https://pubmed.ncbi.nlm.nih.gov/34556888
https://pubmed.ncbi.nlm.nih.gov/34556888
Publikováno v:
The Wiley Handbook of Adult Literacy
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e39b63aa3356b09af7b4c1f8b3bc1bb4
https://doi.org/10.1002/9781119261407.ch6
https://doi.org/10.1002/9781119261407.ch6
Measuring the Behavior of Reading Comprehension Test Takers: What Do They Do, and Should They Do It?
Publikováno v:
Reading Research Quarterly. 54:507-529
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5002647a4c446cbbfb299db2a8fe6d0f
https://doi.org/10.1002/rrq.246
https://doi.org/10.1002/rrq.246
Publikováno v:
Journal of School Psychology. 68:1-18
Repeated reading (RR) procedures are consistent with the procedures recommended by Haring and Eaton's (1978) Instructional Hierarchy (IH) for promoting students' fluent responding to newly learned stimuli. It is therefore not surprising that an exten
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2c799feeab3f3830f042895d178fb86e
https://doi.org/10.1016/j.jsp.2017.12.002
https://doi.org/10.1016/j.jsp.2017.12.002