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Relevant bibliographies by topics / Improve comprehension

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Academic literature on the topic 'Improve comprehension'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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Journal articles on the topic "Improve comprehension"

1

Widyarini, Fitria. "Using WebQuest to Improve Students' Reading Comprehension." International Journal of Scientific Engineering and Research 6, no. 10 (2018): 21–25. https://doi.org/10.70729/ijser18284.

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Setianingsih, Tri. "ASSESSMENT TO IMPROVE READING COMPREHENSION." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 3, no. 2 (2020): 83. http://dx.doi.org/10.33394/jo-elt.v3i2.2433.

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Reading comprehension is important skill to acquire information and knowledge from any kind sources. Difficulties in reading comprehension for students in learning English as EFL/ESL has forced teacher to apply appropriate principles and strategies. One strategy that believed can help to solve the problem in reading comprehension is assessment. Four Roles Model can be adapted for assessment and used as a framework to address the complex nature of reading comprehension difficulties by considering the reader as: (a) a code-breaker, (b) a text-participator, (c) a text-user, and (d) a text-analyse

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Anysah, Daulay Mirna Rismala Rosi Raihan Sipahutar Usman Rialdi Siregar Tuah Akbar Daulay Yani Lubis. "Improve Listening Comprehension In English." Nanggroe: Jurnal Pengabdian Cendikia 3, no. 2 (2024): 145–48. https://doi.org/10.5281/zenodo.11398480.

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Bozorgian, Hossein. "Metacognitive Instruction Does Improve Listening Comprehension." ISRN Education 2012 (March 7, 2012): 1–6. http://dx.doi.org/10.5402/2012/734085.

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This paper reports on a small-scale study, which looked into the impact of metacognitive instruction on listeners' comprehension. Twenty-eight adult, Iranian, high-intermediate level EFL listeners participated in a “strategy-based” approach of advance organisation, directed attention, selective attention, and self-management in each of four listening lessons focused on improving listeners' comprehension of IELTS listening texts. A comparison of pretest and posttest scores showed that the “less-skilled” listeners improved more than “more-skilled” listeners in the IELTS listening tests. Findings

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Hadi, Muhamad Sofian, Lidiyatul Izzah, and Devi Maesari. "Improve Students' Listening Comprehension Through Podcasts." Jurnal Ilmiah Pendidikan Profesi Guru 4, no. 3 (2021): 414. http://dx.doi.org/10.23887/jippg.v4i3.39838.

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Dalam mengatasi masalah dan kesulitan yang dihadapi oleh sebagian besar siswa dalam belajar mendengarkan, beberapa akademisi dan spesialis bahasa Inggris dalam pengajaran memutuskan untuk memperhatikan pendekatan, metode, dan teknik yang paling efektif untuk membantu siswa mereka dalam belajar mendengarkan. Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan podcast dalam metode mendengarkan bahasa Inggris terhadap pemahaman mendengarkan siswa. Metode yang digunakan adalah metode kuantitatif dengan desain penelitian eksperimen dengan instrumen pengumpulan data Pre-Test dan Post-Tes

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Lew, Kristen, Keith Weber, and Juan Pablo Mejía Ramos. "Do Generic Proofs Improve Proof Comprehension?" Journal of Educational Research in Mathematics 30, SP1 (2020): 229–48. http://dx.doi.org/10.29275/jerm.2020.08.sp.1.229.

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Thompson, Irene, and Joan Rubin. "Can Strategy Instruction Improve Listening Comprehension?" Foreign Language Annals 29, no. 3 (1996): 331–42. http://dx.doi.org/10.1111/j.1944-9720.1996.tb01246.x.

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Lailan Fadila, Sakinah Amaliyah Dalimunthe, and Nursakinah Siagian. "Strategies to Improve English Reading Comprehension." Fonologi : Jurnal Ilmuan Bahasa dan Sastra Inggris 2, no. 3 (2024): 16–25. http://dx.doi.org/10.61132/fonologi.v2i3.774.

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This study explores strategies aimed at enhancing English reading comprehension. With the backdrop of a complex information era, where proficient reading skills are crucial for accessing and applying information, the study focuses on interactive reading techniques, vocabulary acquisition, prior knowledge activation, and reading fluency as key components. The research adopts a literature review approach, synthesizing findings from existing studies to identify effective strategies. The primary objective is to ascertain which methods best contribute to improved reading comprehension in educationa

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Criscuolo, Nicholas P. "Effective ways to improve reading comprehension." Literacy 19, no. 2 (1985): 90–92. http://dx.doi.org/10.1111/j.1467-9345.1985.tb00589.x.

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Bohn-Gettler, Catherine M. "Does Monitoring Event Changes Improve Comprehension?" Discourse Processes 51, no. 5-6 (2014): 398–425. http://dx.doi.org/10.1080/0163853x.2014.913338.

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Dissertations / Theses on the topic "Improve comprehension"

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Pope, Suzanne. "Topical inferences as strategies to improve comprehension." Thesis, Adelaide Thesis (Ph.D.) -- University of Adelaide, Department of Education, 1994. http://hdl.handle.net/2440/21605.

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Pope, Suzanne. "Topical inferences as strategies to improve comprehension." Adelaide Thesis (Ph.D.) -- University of Adelaide, Department of Education, 1994. http://hdl.handle.net/2440/21605.

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Kubitza, Andy James. "Using standardized test reading comprehension software to improve student academic achievement in reading comprehension." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3262.

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The purpose of this quantitative design research study for fourth grade students was to examine whether a web-based Standardized Test Preparation Intervention for reading comprehension was more effective and efficient in improving student academic achievement in reading comprehension than a paper-based Standarized Test Preparation Intervention. It was found that the paper-based reading comprehension intervention was equally effective as the web-based.

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Coetzee, Ghauderen N. "An intervention to improve reading comprehension for grade 8 learners." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/934.

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Since the official opening of ex-model C (previously whites only) schools to learners of all races, cultures and languages, there has been an influx of black learners into these schools. Reasons for this are that many black parents believe the quality of education and resources available at these ex model C schools is better than those available in township schools (De Klerk, 2000). Parents also believe sending their children to English medium schools enables them to compete and be marketable in the global world of work. This dissertation describes a qualitative case study of grade 8 learners

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Carr, Carisa L. "Journaling as a tool to improve story comprehension for kindergarten students." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0715103-163900/unrestricted/CarrC073103f.pdf.

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Thesis (M.A.)--East Tennessee State University, 2003.<br>Title from electronic submission form. ETSU ETD database URN: etd-0715103-163900. Includes bibliographical references. Also available via Internet at the UMI web site.

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Griffiths, Gina G. "Evaluation of a reading comprehension strategy package to improve reading comprehension of adult college students with acquired brain injuries." Thesis, University of Oregon, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600083.

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<p> Adults with mild to moderate acquired brain injury (ABI) often pursue post-secondary or professional education after their injuries in order to enter or re-enter the job market. An increasing number of these adults report problems with reading-to-learn. The problem is particularly concerning given the growing population of adult survivors of ABI. Combat-related brain trauma and sports concussions are two factors contributing to increases in traumatic brain injuries, while higher incidences of stroke in young adults and better rates of survival after brain tumors are contributing to incre

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Griffiths, Gina. "Evaluation of a Reading Comprehension Strategy Package to Improve Reading Comprehension of Adult College Students with Acquired Brain Injuries." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13400.

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Adults with mild to moderate acquired brain injury (ABI) often pursue post-secondary or professional education after their injuries in order to enter or re-enter the job market. An increasing number of these adults report problems with reading-to-learn. The problem is particularly concerning given the growing population of adult survivors of ABI. Combat-related brain trauma and sports concussions are two factors contributing to increases in traumatic brain injuries, while higher incidences of stroke in young adults and better rates of survival after brain tumors are contributing to increases

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Phillips, Kathleen M. "Using graphic organizers to improve at-risk students' reading comprehension of expository text." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1871880161&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of California, Riverside, 2009.<br>Includes abstract. Includes bibliographical references (leaves 78-83). Issued in print and online. Available via ProQuest Digital Dissertations.

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Baysinger, Kristi M. "Using readers theater to improve reading comprehension and reader self-efficacy in elementary students." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/615.

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Previous research provides support for the use of Readers Theater as a way to teach literacy and improve reading comprehension. Readers Theater involves listening to a story, engaging in repeated readings of the story, and performing the story using vocal intonation, reading rate, facial expressions, and body movements to accurately portray the meaning of each line. An empirical demonstration of the effect of Readers Theater on reader self-efficacy has yet to occur. Further, previous research rarely evaluated the magnitude of improvements associated with Readers Theater with the magnitude of i

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Risner, Christina M. "Using an Intervention Reading Program to Improve the Comprehension Skills of Middle School Students." Defiance College / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=def1281635866.

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Books on the topic "Improve comprehension"

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Fry, Ronald W. Improve your reading. 6th ed. Cengage Learning, 2012.

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Roldan, Aurora H. Improve your reading and comprehension skills. Brunswick Pub., 1990.

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Fry, Ronald W. Improve your reading. 5th ed. Thomson Delmar Learning, 2005.

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Fry, Ronald W. Improve your reading. 4th ed. Career Press, 2000.

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Glenn-Cowan, Patricia. Improve your reading and study skills. Glencoe, 1995.

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Soucie, Lauri A. Do cognitive strategies improve the reading comprehension of children with below average decoding abilities? Laurentian University, Department of Psychology, 1997.

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Kirkpatrick, E. M. Vocabulary building: A workbook specially designed to improve the vocabulary and writing skills of students. Learners Publishing, 2004.

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Kirkpatrick, E. M. Vocabulary building: A workbook specially designed to improve the vocabulary and writing skills of students. Learners Publishing, 2004.

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Kirkpatrick, E. M. Vocabulary building: A workbook specially designed to improve the vocabulary and writing skills of students. Learners Publishing, 2004.

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Jim, Burke. Effective instruction: How to use assessment to improve instruction, increase engagement & comprehension, design effective lessons. Scholastic, 2008.

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Book chapters on the topic "Improve comprehension"

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Chi, Jin, and Eduardo Velez Bustillo. "Vision before comprehension." In Investment and Interventions to Improve the Quality of Education Systems. Routledge, 2021. http://dx.doi.org/10.4324/9781003250500-4.

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Green, Joan L. "Technology and Strategies to Improve Reading Comprehension." In Assistive Technology in Special Education, 3rd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003233138-7.

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Kim, Young-Suk Grace, and Heather Pilcher. "What Is Listening Comprehension and What Does It Take to Improve Listening Comprehension?" In Literacy Studies. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31235-4_10.

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Chuklin, Aleksandr, Aliaksei Severyn, Johanne R. Trippas, Enrique Alfonseca, Hanna Silen, and Damiano Spina. "Using Audio Transformations to Improve Comprehension in Voice Question Answering." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28577-7_12.

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Green, Joan L. "Technology and Strategies to Improve Auditory Comprehension and Receptive Language." In Assistive Technology in Special Education, 3rd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003233138-6.

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Usuha, Kota, Makoto P. Kato, and Sumio Fujita. "Can a Machine Reading Comprehension Model Improve Ad-hoc Document Retrieval?" In From Born-Physical to Born-Virtual: Augmenting Intelligence in Digital Libraries. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-21756-2_14.

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Hasyim, Ruslan, Nurdin Noni, and Sahril Nur. "Implementation Project-Based Learning to Improve Students’ Comprehension in English Lesson." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2025. https://doi.org/10.2991/978-2-38476-386-3_10.

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Budyana, Lies, Ismet Basuki, Luthfiyah Nurlaela, Maya Ariesta Umboh, and Kusuma Nagari. "The Effect of Listening to Radio News in Developing Students’ Listening Comprehension Skills." In Educational Technology to Improve Quality and Access on a Global Scale. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66227-5_12.

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Choi, Vince Sing, and Kazem Taghva. "Abbreviation Disambiguation: A Review of Modern Techniques to Improve Machine Reading Comprehension." In Lecture Notes in Networks and Systems. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-37717-4_17.

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Feng, Shi, Janay Stewart, Danielle Clewley, and Arthur C. Graesser. "Emotional, Epistemic, and Neutral Feedback in AutoTutor Trialogues to Improve Reading Comprehension." In Lecture Notes in Computer Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19773-9_64.

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Conference papers on the topic "Improve comprehension"

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Nazari, Amirmohammad, Swabha Swayamdipta, Souti Chattopadhyay, and Mukund Raghothaman. "Generating Function Names to Improve Comprehension of Synthesized Programs." In 2024 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2024. http://dx.doi.org/10.1109/vl/hcc60511.2024.00035.

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Russo, Barbara, Jorge Melegati, and Moritz Mock. "Leveraging Multi-Task Learning to Improve the Detection of SATD and Vulnerability." In 2025 IEEE/ACM 33rd International Conference on Program Comprehension (ICPC). IEEE, 2025. https://doi.org/10.1109/icpc66645.2025.00017.

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Chida, Anjum, and Ovidiu Daescu. "WIP: How to Improve Student Comprehension of Pseudocode Reading and Writing." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893510.

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Luo, Huaishao, Yu Shi, Ming Gong, Linjun Shou, and Tianrui Li. "MaP: A Matrix-based Prediction Approach to Improve Span Extraction in Machine Reading Comprehension." In Proceedings of the 1st Conference of the Asia-Pacific Chapter of the Association for Computational Linguistics and the 10th International Joint Conference on Natural Language Processing. Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.aacl-main.69.

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Du, Yongping, and Ming He. "Multi-Strategy to Improve Reading Comprehension." In 2008 International Conference on Computational Intelligence and Security (CIS). IEEE, 2008. http://dx.doi.org/10.1109/cis.2008.173.

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Khatiwada, Saket, Miroslav Tushev, and Anas Mahmoud. "On Combining IR Methods to Improve Bug Localization." In ICPC '20: 28th International Conference on Program Comprehension. ACM, 2020. http://dx.doi.org/10.1145/3387904.3389280.

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Kubelka, Juraj. "Artifact Driven Communication to Improve Program Comprehension." In 2017 IEEE/ACM 39th International Conference on Software Engineering Companion (ICSE-C). IEEE, 2017. http://dx.doi.org/10.1109/icse-c.2017.47.

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Shargabi, Amal, Syed Ahmad Aljunid, Muthukkaruppanan Annamalai, Shuhaida Mohamed Shuhidan, and Abdullah Mohd Zin. "Tasks that can improve novices' program comprehension." In 2015 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2015. http://dx.doi.org/10.1109/ic3e.2015.7403482.

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Mayorga, Kelia, Hugo Arias-Flores, Carlos Ramos-Galarza, and Isabel L. Nunes. "Digital Storytelling to Help Improve Reading comprehension." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002184.

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Information and communication technologies have transformed the world, especially if they are aimed at promoting reading in children in their first years of learning. The problems generated by deficiencies in reading comprehension in the student body affect their school performance and their progress in the upper years, creating demotivation and low levels in their school performance. The objective of the research proposal is to design a virtual classroom with digital narratives as support to improve reading comprehension in the student body. Digital narratives are a technological resource tha

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Yoshioka, Rentaro, and Naoyuki Murata. "Unified Symbol Framework to Improve UI Comprehension." In 2019 IEEE 13th International Symposium on Embedded Multicore/Many-core Systems-on-Chip (MCSoC). IEEE, 2019. http://dx.doi.org/10.1109/mcsoc.2019.00026.

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Reports on the topic "Improve comprehension"

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Mridula, Kashpia Afroz, and Wahid bin Ahsan. Bridging the English Proficiency Gap: The Higher Education Challenges of Bangla-Medium Students in Bangladesh. Userhub, 2025. https://doi.org/10.58947/journal.svfz89.

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This study examines the challenges Bangla-medium students in Bangladesh face when transitioning to English-based higher education. Despite over a decade of English instruction, many struggle with comprehension, academic writing, and classroom engagement due to exam-oriented learning, ineffective pedagogy, and limited exposure to spoken English. Socioeconomic disparities further widen the language gap, restricting access to English-medium education and supplementary learning resources. Using a qualitative approach, semi-structured interviews with 15 students, teachers, and guardians explored th

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Hillman, Kylie, Elizabeth O'Grady, Sima Rodrigues, Marina Schmid, and Sue Thomson. Progress in Reading Literacy Study: Australia’s results from PIRLS 2021. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-693-2.

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Progress in International Reading Literacy Study (PIRLS) is a large-scale assessment that measures how effective countries are in teaching reading literacy. Conducted every five years since 2001 (with Australia participating since 2011), PIRLS provides information about how to improve teaching and learning so that young students become accomplished and self-sufficient readers. In Australia, almost 5,500 Year 4 students participated in PIRLS 2021. These students completed tests in reading comprehension and answered questionnaires on their background and experiences in learning reading at school

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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.

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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-tw

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Santiago, Ana, Marina Bassi, and Mariana Alfonso. Estimating the Impact of Placing Top University Graduates in Vulnerable Schools in Chile. Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0008834.

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Enseña Chile (ECh) is one model in the direction of helping close the achievement gap between low-income and high-income students in Chile, and is a first adaptation of the Teach for America (TFA) model in Latin America. This paper provides the first evidence on the impact of the implementation, and is the first evaluation of Teach For America model to shed light on how it affects non-cognitive skills. While it is still premature to speculate the full effect of ECh corps members on student academic achievement and cognitive and non-cognitive abilities, preliminary results from the follow-up wa

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Seidl, Daniel, Elizabeth Jones, and Brian Lester. Comprehensive Material Characterization and Simultaneous Model Calibration for Improved Computational Simulation Credibility. Office of Scientific and Technical Information (OSTI), 2021. http://dx.doi.org/10.2172/1820000.

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Angrist, Noam, David K. Evans, Deon Filmer, Rachel Glennerster, Halsey Rogers, and Shwetlena Sabarwal. How to improve education outcomes most efficiently? What Works Hub for Global Education, 2023. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-wp_2023/02.

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Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Policymakers must make tough choices about which investments to make to improve education with limited resources. Although hundreds of education interventions have been rigorously evaluated, comparing their impacts is challenging. This paper provides the most recent and comprehensive review of the literature on effective education programs, with a novel emphasis on cost-effectiveness, covering the effectiveness and cost-effectiveness of interventions from over 200 impact evalu

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Olsen. L51955 Improved Cyclic Pressure-Based PEMS Model. Pipeline Research Council International, Inc. (PRCI), 2002. http://dx.doi.org/10.55274/r0011269.

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Fast NO measurements were acquired from the exhaust ports of a large bore natural gas 2-stroke cycle engine. A comprehensive set of steady state data was also taken. An engine scavenging model was used to correlate the cycle resolved fast NO measurements with the steady state NO measurements. In-cylinder pressure measurements made with piezoelectric transducers were compared with the fast NO measurements.

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Tanai, Yertai, and Kamil Ciftci. A Comprehensive Study of Impacts of “Q” Bus Rapid Transit System on Blackstone Avenue. Mineta Transportation Institute, 2025. https://doi.org/10.31979/mti.2025.2450.

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This study examines the dual impact of the Fresno Area Express (FAX) Q Line, a 15.7-mile Bus Rapid Transit (BRT) system launched in 2018, on the Fresno housing market and passenger satisfaction. The Q Line, designed to modernize public transit,features eco-friendly compressed natural gas (CNG) vehicles, real-time passenger information, and improved service efficiency.Housing market analysis focused on residential properties sold between 2012 and 2024, utilizing Geographic Information System(GIS) mapping to segment properties into three regions: the Q Line corridor, an outer buffer zone, and th

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Wiecha, Jean L., and Mary K. Muth. Agreements Between Public Health Organizations and Food and Beverage Companies: Approaches to Improving Evaluation. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0067.2101.

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Efforts in the United States and abroad to address the chronic disease epidemic have led to the emergence of voluntary industry agreements as a substitute for regulatory approaches to improve the healthfulness of foods and beverages. Because of the lack of access to data and limited budgets, evaluations of these agreements have often been limited to process evaluation with less focus on outcomes and impact. Increasing scientific scope and rigor in evaluating voluntary food and beverage industry agreements would improve potential public health benefits and understanding of the effects of these

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Klevan, Sarah, Melanie Leung-Gagné, and Tomoko Nakajima. Using data to improve school climate: Insights from three California schools. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/918.411.

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Though policymakers and researchers agree on the importance of positive school climates for learning and development, the field lacks a comprehensive understanding of how schools use climate data to inform improvement. This study addresses this gap by examining the processes used by three California middle schools to interpret and use climate data to inform practice and policy. These geographically diverse schools employ innovative data practices and use distinct districtwide climate surveys. Additionally, they operate in districts that systematically support climate data use, allowing for an

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