Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 47-49).

This study addresses the question of the necessity of propositional content in children's comprehension of speech acts. In investigating this aspect of communicative competence in children the study considered the relative importance of age (3, 4), context (Requests, Questions, and Offers), and quantity of propositional content. Two factorial experiments were conducted in which 54 three and four-year-old children were administered a discrimination task, where, through puppet play, contexts were constructed for utterances in order to simulate particular speech acts. Judgments of the illocutionary force of such contexts were elicited by having children decide which one of two paraphrased utterances matched the stimulus utterance. Quantity of linguistic information in the stimulus presentations was progressively reduced. While younger children's performance was relatively unaffected by the reduction of linguistic information, the older children's discrimination of speech acts was relatively adversely affected. These findings were supported by additional data from an elicited imitation task and spontaneous responses. A developmental shift is proposed, from more direct context-dependent strategies of speech act processing to a later more linear or text-dependent approach linked to developing linguistic awareness. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1981. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 52-57).

陈启山. / Thesis (doctoral)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 116-129). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Chen Qishan.

伍惠章. / 論文(碩士) -- 香港中文大學硏究院敎育學部,1995. / 參考文獻: leaves 72-83. / Wu Huizhang. / Chapter 第一章 --- 前言 / Chapter 第一節 --- 硏究動機 --- p.1 / Chapter 第二節 --- 硏究意義 --- p.2 / Chapter 第三節 --- 硏究問題及目的 --- p.3-5 / Chapter 第二章 --- 文獻及理論 / Chapter 第一節 --- 閱讀速度的界說 / Chapter (一） --- 影響閱讀速度的早期看法 --- p.6-8 / Chapter (二） --- 閱讀速度的認知觀念 --- p.9-10 / Chapter (三） --- 「速讀」與「讀聽」的界說 --- p.11-12 / Chapter 第二節 --- 閱讀速度與閱讀準確度的關係 / Chapter (一） --- 認知速度與閱讀速度關係的硏究 --- p.13-15 / Chapter (二） --- 認知能力與閱讀準確度關係的硏究 --- p.16-17 / Chapter (三） --- 閱讀速度與閱讀準確度關係的硏究 18- --- p.20. / Chapter (四） --- 訓練對改善閱讀速度的硏究 --- p.21-23 / Chapter 第三節 --- 讀聽理論 / Chapter (一） --- 閱讀理解過程 --- p.24-26 / Chapter (二） --- 讀聽理論I& II及其操作定義 --- p.26-36 / Chapter 第三章 --- 硏究方法 / Chapter (一） --- 假設 --- p.37 / Chapter (二） --- 樣本 --- p.37-39 / Chapter (三） --- 材料 --- p.40 / Chapter (四） --- 工具 --- p.40-44 / Chapter (五） --- 訓練方法 --- p.44-45 / Chapter (六） --- 實驗程序 --- p.45-46 / Chapter (七） --- 資料分析 --- p.46 / Chapter 第四章 --- 結果與討論 / Chapter (一） --- 閱讀速度的硏究 --- p.47-50 / Chapter (二） --- 閱讀理解準確度硏究 --- p.50-57 / Chapter (三） --- 閱讀速度與閱讀準確度的關係硏究 --- p.58-65 / Chapter (四） --- 閱讀速度與閱讀效能的關係 --- p.65-66 / Chapter 第五章 --- 摘要、結論與建議 / Chapter (一） --- 摘要 --- p.67-68 / Chapter (二） --- 結論 --- p.69-70 / Chapter (三） --- 建議 --- p.71 / 參考文獻 --- p.72-83 / 附錄 一.中二學生閱讀速度常態測驗 (塡充題測驗） --- p.84 / Chapter 二. --- 中二學生閱讀速度常態測驗 --- p.85 / Chapter 三. --- 中二學生閱讀速度常態是非題 及答案 --- p.86 / Chapter 四. --- 擴闊視域訓練字串卡 --- p.87 / Chapter 五. --- 讀速訓練上課時間表 --- p.88 / Chapter 六. --- 速讀練習登記表 --- p.89 / Chapter 七. --- 控制組及實驗組學生的閱讀 速度常態測驗(塡充題測驗） --- p.90 / Chapter 八. --- 控制組及實驗組學生的閱讀 速度常態測驗 --- p.92 / Chapter 九. --- 控制組及實驗組前測的匹個 閱讀理解準確度測驗及答案 --- p.94 / Chapter 十. --- 控制組及實驗組後測速度測 試及答案 --- p.100 / Chapter 十一. --- 控制組及實驗組後測的匹個 閱讀理解準確度測驗及答案 --- p.102

The premise of the Simple View of Reading is that reading comprehension is the product of two components – decoding and language comprehension. Each component is necessary but not sufficient. To support teachers in identifying end-of-second-grade students who may have difficulties in one or both of the components, parallel listening comprehension and reading comprehension screening measures were developed and investigated in two preliminary pilot studies and one large-scale administration. The first pilot study, conducted with 41 end-of-second-grade students, established administration times for the listening comprehension screening (LCS) and the reading comprehension screening (RCS) and confirmed the appropriateness of the 75 items on each of the measures. The second pilot study, conducted with 12 end-of-second- grade students with varying reading levels, demonstrated that the LCS and RCS could differentiate readers with good comprehension from readers with poor comprehension. The large-scale administration, conducted with 699 end-of-second-grade students, aided in the development of shorter final versions of the LCS and RCS and provided data to determine the score reliability and validity of the final versions of the measures, each of which had 42 items. Item response theory (IRT) was used to identify the most apposite and discriminating items for use on the final versions of the LCS and RCS. Score reliability (Cronbach’s alpha) on the final LCS was estimated to be .89 and was estimated to be .93 on the final RCS. Various sources provided content and criterion-related validity evidence. In particular, criterion-related validity evidence included strong correlations with the Gates-MacGinitie Reading Tests and strong sensitivity, specificity, and positive predictive indices. Construct validity evidence included group differentiation and a confirmatory factor analysis (CFA), all of which supported a single underlying construct on the LCS and a single underlying construct on the RCS. In a subset of 214 end-of-second-grade students from the larger study, partial correlation and structural equation modeling (SEM) analyses supported the discriminant validity of the LCS and RCS as measures of comprehension. The listening and reading comprehension screening measures will assist second-grade teachers in identifying student learning needs that cannot be identified with reading-only comprehension tests.

No description available.

Thesis (M. Phil. Ed.)--Faculty of Education and Social Work, University of Sydney, 2006. / Title from title screen (viewed 5th June, 2007). Submitted in fulfilment of the requirements for the degree of Master of Philosophy in Education to the Faculty of Education and Social Work. Degree awarded 2006; thesis submitted 2005. Bibliography: leaves 256-263. Also issued in print.

Dissertation (Ph.D.)--Auburn University, / Abstract. Vita. Includes bibliographic reference (p.71-80).

Thesis (M. Ed.)--University of Hong Kong, 1993.