語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Repeated Reading with and without Vo...
~
Brandes, Dana Rose.
FindBook
Google Book
Amazon
博客來
Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners./
作者:
Brandes, Dana Rose.
面頁冊數:
194 p.
附註:
Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
Contained By:
Dissertation Abstracts International77-03A(E).
標題:
Educational psychology. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3727800
ISBN:
9781339130217
Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners.
Brandes, Dana Rose.
Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners.
- 194 p.
Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
Thesis (Ph.D.)--University of Minnesota, 2015.
This study compares a repeated reading intervention with and without vocabulary instruction on the reading fluency, comprehension, and vocabulary knowledge of English Language Learners (ELLs). Third-grade ELLs (N=31) who were performing below grade level in reading completed one session of repeated reading (RR) and one session of repeated reading with vocabulary instruction (RRV). Using a within-subjects design, condition and passage order were counterbalanced across participants. Dependent measures included Curriculum-based Measures of Oral Reading (CBM-R), researcher-developed literal and inferential comprehension questions, and the Two-Questions Vocabulary Measure (TQVM; Kearns & Biemiller, 2011). Repeated Measures Analysis of Variance (ANOVA) revealed statistically significant main effects of instruction for RRV with large effect sizes for comprehension (p < .001, g = .73) and vocabulary knowledge (p < .001, g = .98) but no statistically-significant differences for reading fluency or vocabulary word-reading accuracy. Results suggest RRV may be an effective intervention worth examining for longer durations and with larger samples of ELLs.
ISBN: 9781339130217Subjects--Topical Terms:
517650
Educational psychology.
Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners.
LDR
:02122nmm a2200313 4500
001
2078934
005
20161122123359.5
008
170521s2015 ||||||||||||||||| ||eng d
020
$a
9781339130217
035
$a
(MiAaPQ)AAI3727800
035
$a
AAI3727800
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Brandes, Dana Rose.
$3
3194570
245
1 0
$a
Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners.
300
$a
194 p.
500
$a
Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
500
$a
Adviser: Kristen McMaster.
502
$a
Thesis (Ph.D.)--University of Minnesota, 2015.
520
$a
This study compares a repeated reading intervention with and without vocabulary instruction on the reading fluency, comprehension, and vocabulary knowledge of English Language Learners (ELLs). Third-grade ELLs (N=31) who were performing below grade level in reading completed one session of repeated reading (RR) and one session of repeated reading with vocabulary instruction (RRV). Using a within-subjects design, condition and passage order were counterbalanced across participants. Dependent measures included Curriculum-based Measures of Oral Reading (CBM-R), researcher-developed literal and inferential comprehension questions, and the Two-Questions Vocabulary Measure (TQVM; Kearns & Biemiller, 2011). Repeated Measures Analysis of Variance (ANOVA) revealed statistically significant main effects of instruction for RRV with large effect sizes for comprehension (p < .001, g = .73) and vocabulary knowledge (p < .001, g = .98) but no statistically-significant differences for reading fluency or vocabulary word-reading accuracy. Results suggest RRV may be an effective intervention worth examining for longer durations and with larger samples of ELLs.
590
$a
School code: 0130.
650
4
$a
Educational psychology.
$3
517650
650
4
$a
Foreign language education.
$3
3172512
650
4
$a
Linguistics.
$3
524476
650
4
$a
Reading instruction.
$3
2122756
650
4
$a
Elementary education.
$3
641385
690
$a
0525
690
$a
0444
690
$a
0290
690
$a
0535
690
$a
0524
710
2
$a
University of Minnesota.
$b
Educational Psychology.
$3
1023204
773
0
$t
Dissertation Abstracts International
$g
77-03A(E).
790
$a
0130
791
$a
Ph.D.
792
$a
2015
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3727800
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9311802
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入