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A Critical Analysis of Standardized Vocabulary Tests to Determine Those Most Valid for Use with The Macmillan ReadersMiller, Velma Jane January 1954 (has links)
No description available.
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A Critical Analysis of Standardized Vocabulary Tests to Determine Those Most Valid for Use with The Macmillan ReadersMiller, Velma Jane January 1954 (has links)
No description available.
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Analysis of Second and Third Grade Basal Readers as Related To Interests of Boy ReadersEicher, Rachel 20 March 2009 (has links)
No description available.
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Intermediate-level, lower-achieving readers' participation in and high-level thinking during group discussions about literary textsReninger, Kristin Bourdage 22 June 2007 (has links)
No description available.
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A Comparison of Three Techniques of Teaching Literature: Silent Reading, Solo Performance, and Readers TheatreMaberry, David R. 12 1900 (has links)
The problem of this study was a comparison of the responses of students to three techniques of teaching literature: silent reading, solo performance, and readers theatre. Students in three classes of grade eleven were selected at three high schools in the north Texas area.
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Reading Strategies of Good and Average Bilingual Readers of Chinese and Spanish BackgroundsQuiroz, Geissel 24 June 2014 (has links)
The current study examined the reading strategies of 19 bilingual undergraduate students who varied in reading proficiency (good or average) and language background (Chinese or Spanish). Using the think-aloud method, students’ reading strategies were measured and compared to determine whether strategy use differed as a function of reading proficiency, language background, and/or text level. Semi-structured interviews were also conducted to corroborate the findings obtained from the think-aloud protocols. Results from this study suggest that reading proficiency affects strategy use at the syntactic level, whereas language background affects strategy use at the vocabulary level. These findings have significant implications in education, particularly in the area of English language teaching. Students should be encouraged to use their first language reading skills when reading English text, as it facilitates their comprehension and improves their English literacy development.
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Australian young adult keen readers:choices they make, and creators' views regarding the young adult marketPage, Sue, n/a January 2005 (has links)
This thesis is a reader-centred investigation of Australian young adult selfdefined
'keen readers' of novels for pleasure, and considerations regarding
audiencels by writers and publishers. It is predicated on the understanding that
adult power operates at every level of young adults' lives, including the
publishing, promotion and availability of their literature. The complexity of
defining 'young adult' and 'Young Adult literature' and therefore publishing
and promoting for this nominal audience is recognised as being dependent on
the varying adult constructs of the terms and, therefore, is at the basis of
decisions made in this adult-oriented industry. Historical and commercial
aspects of Australian publishing (nominally) for this group of readers provide
a context for this grounded theory-based qualitative study. Analysis of
transcripts from focus group discussions with self-defined young adult 'keen
readers of novels for pleasure' demonstrates that these participants had a
sophisticated understanding of their leisure reading experiences regarding
what they liked reading, how they found out about books, what made them
choose one book over another, and where they obtained them. The insights
gained from these 34 participants informed the analysis of comments by
Australian adult 'creators' - writers and publishing staff - regarding audience,
commercial pressures, promotional aspects and other factors influencing what
is published and made available to young adult keen readers for pleasure. That
these 34 participants were active buyers and promoters as well as borrowers of
books indicates the need for the industry to recognise their expertise and value
as a distinct and influential audience niche - the 'neo-consumers' of the
future. The research provides a starting point into analysis of the influence of
the group of adults I have termed 'gatekeepers', whose (largely institutional)
roles enable them to either connect young adult readers with books and
creators, or to separate them.
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Reading Strategies of Good and Average Bilingual Readers of Chinese and Spanish BackgroundsQuiroz, Geissel 24 June 2014 (has links)
The current study examined the reading strategies of 19 bilingual undergraduate students who varied in reading proficiency (good or average) and language background (Chinese or Spanish). Using the think-aloud method, students’ reading strategies were measured and compared to determine whether strategy use differed as a function of reading proficiency, language background, and/or text level. Semi-structured interviews were also conducted to corroborate the findings obtained from the think-aloud protocols. Results from this study suggest that reading proficiency affects strategy use at the syntactic level, whereas language background affects strategy use at the vocabulary level. These findings have significant implications in education, particularly in the area of English language teaching. Students should be encouraged to use their first language reading skills when reading English text, as it facilitates their comprehension and improves their English literacy development.
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A Content Analysis of Lexicons, Word Lists, and Basal Readers of the Elementary Grades: Their Relation to ArtHogan, Priscilla Lea 05 1900 (has links)
In this investigation, a content analysis was made with eleven lexicographical sources and three basal reading series to determine if art and art-related words were present. The analysis was made with the use of two charts, in which each was divided into eight categories of word context. The Composite Chart contained 6,576 words found in six lexicons, five word lists and forty-two readers, and the Reader Chart contained 407 words found only in the readers.
The analysis revealed: dominant categories and percentages, word and cumulative word frequencies, high and low frequency words, and the percentage of words found in the basal readers as compared to the lexicographical sources.
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A Content Analysis of the Writing Assignments Located in the Five Basal Readers Adopted by the State of TexasMelton, Lynda Gayle White 08 1900 (has links)
The purpose of this study was to identify and compare the specific writing assignments provided in the five basal readers, grades one through eight, adopted by the state of Texas. These seventy-eight basal reader's guides were first analyzed for statements indicating specific writing assignments. The total number of writing assignments in each of the teacher's guides were totaled for each publisher. The location of each writing assignment which supported the TABS categories was recorded. The writing assignments which did not support the TABS categories were assigned appropriate categories and recorded on a table. Another table compared the five publishers and the total number of writing assignments supporting the TABS categories. A fifth table compared the five publishers and the total number of writing assignments found in other categories not supporting the TABS categories.
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