Global ETD Search

261	The role of phonology in error recovery. Keir, Jessica A. 01 January 2000 (has links) (PDF) No description available. English language Reading comprehension
262	Facilitative transfer in prose learning of elementary school children. Perkins, Marcy Ruth 01 January 1975 (has links) (PDF) No description available. Reading comprehension Transfer of training
263	Inferences used in comprehension and recall at ages 4 and 7. Thompson, James G. 01 January 1983 (has links) (PDF) Children at ages 4 and 7 were presented three stories, one in each of three causality versions, in order to determine whether inference ability and recall are influenced by the strength of the causal chain in the story. For each story, children were asked two inference questions about logical causality, two questions constrained by story information, and two unconstrained inference questions. Three question-timing conditions were used to address issues concerning when inferences are drawn in story comprehension and how they are influenced by the total amount of information provided. Questions were asked either on-line, or at the end of the story, or not at all. Following completion of each story, children were asked to retell it, and were then asked premise information questions. Comprehension Memory in children
264	Time Frame for Transitive and Reciprocal Inferences McCool, Ross Allen 08 December 2017 (has links) (PDF) In language, information is omitted for brevity. Comprehension requires inferences to be made, but do we make such inferences during encoding or later? Kintsch (1988) claimed that transitive inferences are made during reading and proposed transitive inferences are extracted from a constructed mental image. Two experiments were performed to test his ideas. Participants read sentences permitting a transitive or reciprocal inference, then immediately answered an inference based question. Data included reaction time and accuracy. By comparing verification against inferential sentences, it is possible to determine if the inference is made during encoding or later. A further manipulation was to compare concrete sentences that could be easily converted to an image with abstract sentences that are hard to image. Results showed reciprocal sentences are slower to verify than transitive, suggesting additional processing is needed. In contrast, no difference was observed between concrete and abstract relations, calling into question Kintsch’s inference/image view. inferences comprehension transitive reciprocal
265	The Effect of Practice with Square Span, Phrase Unit and Standard Typography on Rate of Reading and Comprehension Kronenberger, Earl J. January 1952 (has links) No description available. Psychology Reading Reading comprehension
266	An inquiry into the effect of instruction in critical thinking upon students in grades ten, eleven and twelve Herber, Harold L. January 1959 (has links) Thesis (Ed.D.)--Boston University. Reading comprehension Thought and thinking
267	WILL STORYTELLING ACTIVITIES INCREASE DRA READING COMPREHENSION SCORES OF 2ND GRADERS? Halleck, Marilyn Kathleen 26 March 2007 (has links) No description available. STORYTELLING DRA READING COMPREHENSION
268	EFFECTS OF CRITICAL LITERACY ON COMPREHENSION: BRIDGING PARADIGMS IN CLASSROOM INSTRUCTION AND EDUCATIONAL RESEARCH Nelson, Kathryn Scott 13 October 2015 (has links) No description available. Education Comprehension Critical Literacy
269	An experimental study of the effect of four speech variables on listener comprehension / Beighley, Kenneth Clare January 1952 (has links) No description available. Theater Comprehension Attention
270	Categories of concept formation with an emphasis on geometrical concepts / Kaufmann, Alvern Walter January 1960 (has links) No description available. Education Geometry Comprehension

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