Works matching DE "READING comprehension"
Results: 5000
A Three-Step DIF Analysis of a Reading Comprehension Test Across Regional Dialects to Improve Test Score Validity.
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- Language Assessment Quarterly, 2024, v. 21, n. 2, p. 141, doi. 10.1080/15434303.2024.2307621
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Comparability Between Graded Readers and the Common Test in Japan in Terms of Text Difficulty Perceived by Learners.
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- Language Assessment Quarterly, 2023, v. 20, n. 3, p. 277, doi. 10.1080/15434303.2023.2237497
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Investigating Second Language (L2) Reading Subskill Associations: A Cognitive Diagnosis Approach.
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- Language Assessment Quarterly, 2023, v. 20, n. 2, p. 166, doi. 10.1080/15434303.2022.2140050
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Enhancing EFL Learners' Reading Proficiency through Dynamic Assessment.
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- Language Assessment Quarterly, 2023, v. 20, n. 1, p. 20, doi. 10.1080/15434303.2022.2132160
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The Fluctuating Effect of Thinking on Language Performance: New Evidence for the Island Ridge Curve.
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- Language Assessment Quarterly, 2022, v. 19, n. 5, p. 465, doi. 10.1080/15434303.2022.2080553
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Excellence is Not a Destination but a Journey! An Interview with Jacob Tharu.
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- Language Assessment Quarterly, 2022, v. 19, n. 2, p. 214, doi. 10.1080/15434303.2021.2019258
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Literacy Affects Brain Structure – What Can We Learn for Language Assessment in Low Literates?
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- Language Assessment Quarterly, 2021, v. 18, n. 5, p. 492, doi. 10.1080/15434303.2021.1931231
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Young Korean EFL Learners' Reading and Test-Taking Strategies in a Paper and a Computer-Based Reading Comprehension Tests.
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- Language Assessment Quarterly, 2020, v. 17, n. 3, p. 282, doi. 10.1080/15434303.2020.1731753
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Retrofitting Non-diagnostic Reading Comprehension Assessment: Application of the G-DINA Model to a High Stakes Reading Comprehension Test.
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- Language Assessment Quarterly, 2019, v. 16, n. 3, p. 294, doi. 10.1080/15434303.2019.1654479
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Validation of sub-constructs in reading comprehension tests using teachers’ classification of cognitive targets.
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- Language Assessment Quarterly, 2018, v. 15, n. 2, p. 169, doi. 10.1080/15434303.2018.1448820
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Construct Validity of a Process-Oriented Test Assessing Syntactic Skills in German Primary Schoolchildren.
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- Language Assessment Quarterly, 2018, v. 15, n. 2, p. 183, doi. 10.1080/15434303.2018.1446142
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Visualizing First and Second Language Interactions in Science Reading: A Knowledge Structure Network Approach.
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- Language Assessment Quarterly, 2017, v. 14, n. 4, p. 328, doi. 10.1080/15434303.2017.1350183
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Three Generations of DIF Analyses: Considering Where It Has Been, Where It Is Now, and Where It Is Going.
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- Language Assessment Quarterly, 2007, v. 4, n. 2, p. 223, doi. 10.1080/15434300701375832
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A Synthesis of 15 Years of Research on DIF in Language Testing: Methodological Advances, Challenges, and Recommendations.
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- Language Assessment Quarterly, 2007, v. 4, n. 2, p. 113, doi. 10.1080/15434300701375923
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Nurturing Students’ Strengths: The Impact of a School-Based Student Interpreter Program on Latino/a Students’ Reading Comprehension and English Language Development.
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- Urban Education, 2011, v. 46, n. 4, p. 663, doi. 10.1177/0042085911400333
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Learning to Read.
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- Style, 2014, v. 48, n. 1, p. 76
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Thought Presentation Twenty-five Years On.
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- Style, 2007, v. 41, n. 2, p. 225
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Stylistics meets Cognitive Science: Studying Style in Fiction and Readers' Attention from an Interdisciplinary Perspective.
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- Style, 2007, v. 41, n. 2, p. 204
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The relationship between Senior South African Individual Scale — Revised (SSAIS-R) subtests and reading ability.
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- South African Journal of Psychology, 2008, v. 38, n. 2, p. 377, doi. 10.1177/008124630803800209
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THE ROLE OF GRAMMATICAL KNOWLEDGE IN READING FOR MEANING IN RUSSIAN.
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- Slavic & East European Journal, 2012, v. 56, n. 2, p. 232
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Promoting Inference Generation: Using Questioning and Strategy Instruction to Support Upper Elementary Students.
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- Reading Teacher, 2024, v. 78, n. 2, p. 121, doi. 10.1002/trtr.2353
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Storytelling in Multiple Modes: Using Student‐Created Book Trailers to Encourage Development of Visualization Skills.
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- Reading Teacher, 2024, v. 78, n. 1, p. 74, doi. 10.1002/trtr.2347
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Reevaluating and Restructuring Comprehension Strategy Instruction.
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- Reading Teacher, 2024, v. 78, n. 1, p. 17, doi. 10.1002/trtr.2308
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Teaching English and the Grammatical Use of the Pronoun: Queer(y)ing the Teaching of Writing.
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- Reading Teacher, 2024, v. 78, n. 1, p. 37, doi. 10.1002/trtr.2312
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Baseball, Presidents, and State Test Passages: Considering Gendered Knowledge in Literacy Research, Curricula, and Assessments.
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- Reading Teacher, 2024, v. 77, n. 6, p. 997, doi. 10.1002/trtr.2330
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Providing Proximal Rewards: Rethinking Reading Rewards and Motivation.
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- Reading Teacher, 2024, v. 77, n. 6, p. 927, doi. 10.1002/trtr.2327
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Supporting Students' Knowledge Activation before, during, and after Reading.
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- Reading Teacher, 2024, v. 77, n. 6, p. 861, doi. 10.1002/trtr.2322
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Comprehension for Emergent Readers: Revisiting the Reading Rope.
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- Reading Teacher, 2024, v. 77, n. 6, p. 888, doi. 10.1002/trtr.2315
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Digital Close Reading for Lower Primary Students.
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- Reading Teacher, 2024, v. 77, n. 6, p. 850, doi. 10.1002/trtr.2304
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Making Artificial Intelligence Your Friend, Not Your Foe, in the Literacy Classroom.
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- Reading Teacher, 2024, v. 77, n. 6, p. 899, doi. 10.1002/trtr.2296
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A Response to our Critics: Agreements, Clarifications, and Children.
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- Reading Teacher, 2024, v. 77, n. 5, p. 751, doi. 10.1002/trtr.2298
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A Response to: Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading.
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- Reading Teacher, 2024, v. 77, n. 5, p. 745, doi. 10.1002/trtr.2297
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A Fundamentally Wrong Premise and a Disservice to the Profession: Responding to "... What we Truly Know about the Teaching of Reading".
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- Reading Teacher, 2024, v. 77, n. 5, p. 749, doi. 10.1002/trtr.2295
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In This Issue 77:4.
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- Reading Teacher, 2024, v. 77, n. 4, p. 426, doi. 10.1002/trtr.2279
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Using Strive‐for‐Five Conversations to Strengthen Language Comprehension in Preschool through Grade One.
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- Reading Teacher, 2024, v. 77, n. 4, p. 522, doi. 10.1002/trtr.2266
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Multicomponent Reading Intervention: A Practitioner's Guide.
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- Reading Teacher, 2024, v. 77, n. 4, p. 473, doi. 10.1002/trtr.2265
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Comprehending Poetry with Social Justice Themes.
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- Reading Teacher, 2024, v. 77, n. 4, p. 562, doi. 10.1002/trtr.2260
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"No More Strategy of the Week": Considerations for Connecting Comprehension Instruction Back to the Book.
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- Reading Teacher, 2024, v. 77, n. 4, p. 512, doi. 10.1002/trtr.2261
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Partnering for Success: Text and Peer Engagement During Paired Reading.
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- Reading Teacher, 2024, v. 77, n. 4, p. 453, doi. 10.1002/trtr.2256
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We Ask Students What they Understand, Not How they Understand: Making Reasoning Comprehension Processes Visible and Explicit.
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- Reading Teacher, 2023, v. 77, n. 3, p. 371, doi. 10.1002/trtr.2255
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Reading Comprehension and the COVID‐19 Pandemic: What Happened and What Can We Do About It?
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- Reading Teacher, 2023, v. 77, n. 3, p. 383, doi. 10.1002/trtr.2254
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Planning and Implementing Effective Language and Reading Comprehension Instructional Techniques for Students with Autism Spectrum Disorder and Cognitive Disabilities.
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- Reading Teacher, 2023, v. 77, n. 1, p. 47, doi. 10.1002/trtr.2207
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Disciplinary Reading, Action, and Social Change.
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- Reading Teacher, 2023, v. 76, n. 6, p. 740, doi. 10.1002/trtr.2196
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Teaching Phonemic and Phonological Awareness to Children Who Speak African American English.
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- Reading Teacher, 2023, v. 76, n. 6, p. 765, doi. 10.1002/trtr.2200
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The Impact of a Canine‐Assisted Reading Program on Readers Needing Extra Practice.
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- Reading Teacher, 2023, v. 76, n. 6, p. 724, doi. 10.1002/trtr.2192
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Playing with Words: Using Playful Learning Experiences in the Early Childhood Classroom to Build Vocabulary.
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- Reading Teacher, 2023, v. 76, n. 6, p. 775, doi. 10.1002/trtr.2201
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Reading the Word and World: Portrayals of Activism in Children's Literature.
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- Reading Teacher, 2023, v. 76, n. 6, p. 713, doi. 10.1002/trtr.2191
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Beyond Questions: A Fellowship of Opportunities for Fostering Preschoolers' Story Comprehension.
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- Reading Teacher, 2023, v. 76, n. 4, p. 400, doi. 10.1002/trtr.2168
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Promoting Meaning‐Focused Skills: Creating a Foundation for Comprehension in Early Childhood Classrooms.
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- Reading Teacher, 2023, v. 76, n. 4, p. 421, doi. 10.1002/trtr.2165
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Building Critical Reading and Critical Literacy With Picturebook Analysis.
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- Reading Teacher, 2022, v. 76, n. 2, p. 191, doi. 10.1002/trtr.2130
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- Article