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A case study of Primary 5 students' perceptions of the inductive approach and deductive approach in vocabulary teaching through the use of theme-based readersHo, Chun-yue. January 2009 (has links)
Thesis (M.A.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 68-70).
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An Analysis of the Motivational Content of Current Basal Reader StoriesMyers, Howell Lewis, 1922- 01 1900 (has links)
The problem was to compare the motivational elements of basal reader stories of the past with those of the present. The purpose of the problem were 1) to determine the motivational content as represented by thema found in current basal reader stories and 2) to find differences, if any, between motivational content basal reader stories and findings of previous research.
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The Effect of primary English readers on reading skills in Ethiopia a study in African educational needs /Ambatchew, Michael Daniel. January 2003 (has links)
Thesis (D. Litt. (English))--University of Pretoria, 2003. / Includes bibliographical references.
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Book of Mormon stories diglot reader on computer /Harmon, Neal S. January 2002 (has links)
Project (M.S.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2002. / Includes bibliographical references (leaves 48-51).
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The portrayal of older adults in basal reading textbooks of the 1960s and 1980sMeadows, Rita Emily. January 1986 (has links)
Thesis (Ph. D.)--University of Florida, 1986. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 128-133).
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A case study of Primary 5 students' perceptions of the inductive approach and deductive approach in vocabulary teaching through the useof theme-based readers何臻愉, Ho, Chun-yue. January 2009 (has links)
published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics
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Readiness in the basal reader.Perkins, Pamela Iris. January 1988 (has links)
This research is a content analysis of six recently published basal reader series, each of which begins with a readiness/priming sequence that starts with letters, words, connected strings of words, and a few pages of activities which might be considered general readiness. While this concept of readiness for reading reflects a word recognition view of reading, marketing promotions include eclectic statements regarding philosophy, materials, and methods which reflect an early childhood view of child development and meaning construction. Publishers imply that reading is a process of constructing meaning, but they supply materials for both students and teachers which neither encourage nor allow for meaningfulness. While descriptions of the series studied promise special and unique approaches to readiness, they are very similar to one another in every aspect of readiness. Each provides an overwhelming proportion of activities and workbook pages with the major instructional focus on letters and words. There are minor differences in connected text among the various series, but those differences are primarily in regard to the specific type of vowel control used. Considerations about the syntactic and semantic language systems follow the same formulae throughout the industry. Publishers of basal readers hire professional educators to quote research and lend credibility to their "scientifically" designed programs, but the published materials often contradict statements made by these professionals. While there is some indication in the manuals and promotional materials that suggest knowledge on the part of editors and authors concerning research in the areas of emergent literacy and psycholinguistic theory, there is little within the materials and methods that reflects this knowledge.
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A Suggested Sequence for Using Six Primers Adopted by the State of Texas, Based on the Number of Common Word-MeaningsHildreth, Rosana Bucher 08 1900 (has links)
The present study is an analysis of six primers adopted for use in the public schools of Texas with the idea of comparing word-meanings used in the six books in order to find out possible sequences for the use of the books.
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A Critical Analysis of Pre-Primers, Primers, and First Readers of Ten Series of Books Published Since 1938Tacker, Floy Alberta 08 1900 (has links)
The problem of this thesis is to make a critical analysis of pre-primers, primers, and first readers of ten series of books published since 1938. Examination of books will be made from the standpoint of unusual interest to children, teachability, psychological, and educational soundness of their construction in promoting growth of the individual pupil and his ultimate good as a person and as a member of a social group.
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Comprehension performance of average readers using a summarization strategy with test patterns variedKarnes, Saundra P. January 1989 (has links)
Thirty-six randomly selected and assigned, ninth grade, high school students participated in this study which was designed to examine the Impact of a summarization strategy on the comprehension performance of average readers under varied text pattern conditions. The strategy consisted of two phases. Phase I, called BACCA, included the processing steps of brainstorming, accuracy check and arrangement, completing, correcting, and adding. Phase II, DIGC, included the rules of deletion, invention, generalization, and combining to construct the summary. While the treatment group received Instruction with the summarization strategy, a control group received Instruction in question answering but no direct Instruction in summary writing.
Results from a two-way analysis of variance conducted on comprehension performance indicated that a significant difference existed between the two treatment groups with regard to total comprehension scores. Differential performance was revealed for the selected text patterns. Performances on chronological and compare contrast passages were not significantly different between the treatment and control, while on the cause-effect passage, a significant difference was revealed In favor of the summarization group. For the naturally occurring text there was a significant interaction effect for treatment by time. Qualitative analysis revealed a difference in the quality of written summaries with regard to the number of main ideas, details produced, accuracy in reporting the content of the passage, and completeness of the writings favoring the treatment group. Finally, an attitude survey reflected positive opinions by the participants toward both conditions. / Ed. D.
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