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of 5
pro vyhledávání: '"Van Rynald T. Liceralde"'
Beyond text complexity: Production-related sources of text-based variability in oral reading fluency
Publikováno v:
Journal of Educational Psychology. 114:16-36
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4393b16de26392fd908d582d323fe9ed
https://doi.org/10.1037/edu0000532
https://doi.org/10.1037/edu0000532
Autor:
Van Rynald T. Liceralde, Zuowei Wang, Nitin Madnani, J. R. Lockwood, John Sabatini, Jennifer Lentini, Binod Gyawali, Anastassia Loukina, Beata Beigman Klebanov
Publikováno v:
LAK
In a school context, learning is usually detected by repeated measurements of the skill of interest through a sequence of specially designed tests; in particular, this is the case with tracking improvement in oral reading fluency in elementary school
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6f012623d1615361371d4c804fd1114a
https://doi.org/10.1145/3375462.3375490
https://doi.org/10.1145/3375462.3375490
Autor:
Liceralde, Van Rynald T Liceralde, Gordon, Peter, Liceralde, Van Rynald T Liceralde T Liceralde
Power transforms have been increasingly used in linear mixed-effects models (LMMs) of chronometric data (e.g., response times [RTs]) as a statistical solution to preempt violating the assumption of residual normality. However, differences in results
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b0c451d37663c7c799e31f413b670235
https://psyarxiv.com/f73mh
https://psyarxiv.com/f73mh
Publikováno v:
NAACL-HLT
Using a case study, we show that variation in oral reading rate across passages for professional narrators is consistent across readers and much of it can be explained using features of the texts being read. While text complexity is a poor predictor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::72c14de9e5deafc94ed8f70c626a2c2e
https://doi.org/10.18653/v1/n18-1195
https://doi.org/10.18653/v1/n18-1195
Publikováno v:
Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition. 22(4)
Previous work has demonstrated that, when given feedback, younger adults are more likely to correct high-confidence errors compared with low-confidence errors, a finding termed the hypercorrection effect. Research examining the hypercorrection effect
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::766aad48dca50f5e96177a37947695d7
https://pubmed.ncbi.nlm.nih.gov/31434534
https://pubmed.ncbi.nlm.nih.gov/31434534