Relevant bibliographies by topics / Oral reading – Study and teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Oral reading – Study and teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Oral reading – Study and teaching"

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Amalia, Ila. "Integrated Lesson in Teaching Oral Skill." Loquen: English Studies Journal 12, no. 1 (2019): 44. http://dx.doi.org/10.32678/loquen.v12i1.1919.

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This study aimed to identify the integrated lesson as an alternative teaching strategy in pronunciation teaching. The pronunciation teaching mainly focused on word ending of past tense regular verbs. The participants of the study included a lecturer and 30 students of English education department. To collect the data, the researcher used observation and reading test. The result showed that the lecturer employed the integrated lesson based on some criteria: the students, the lecturer, the learning environment, the learning resources, and the classroom activities. The reading test result showed
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E. Mondigo, Norman. "Improving Students’ Performance in Oral Reading Through Precision Teaching Approach." APJAET - Journal ay Asia Pacific Journal of Advanced Education and Technology 1, no. 1 (2022): 1–2. http://dx.doi.org/10.54476/apjaet/52752.

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This study investigated the effectiveness of Precision Teaching in enhancing the oral reading performance of students at a public high school in Pasig City. Ten students participated in the study. They were the students whose identified reading level was frustration. The Phil-IRI Manual 2018 served as the assessment tool. Pretests and posttests were all taken from the Phil-IRI. In addition, this study employed a mixed-method design to glean the data from the participants. The intervention was provided to the students for four weeks, with two hours allotted per session. For the quantitative com
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Zhang, Yuwan, Binbin Chen, and Xiaomei Zhang. "Effect of Multimodal Teaching on Language Comprehensive Ability under the Background of Artificial Intelligence." Security and Communication Networks 2022 (August 27, 2022): 1–7. http://dx.doi.org/10.1155/2022/3143528.

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Reading comprehension is an important language learning skill. In English class, we should pay attention to cultivating students’ reading comprehension ability to help students improve their reading comprehension ability. The application of language service products of artificial intelligence has brought great challenges and opportunities to language teaching. This research starts from the current situation of the teaching mode of English language and literature reading under the background of artificial intelligence. The following four questions are mainly studied. Can the multimodal oral tea
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Ortega-Dela Cruz, Ruth, and Mary Kathleen Rose R. Lopez. "Gallery Walk technique in enhancing reading comprehension and oral English language proficiency of junior high school students." Waikato Journal of Education 27, no. 3 (2022): 57–71. http://dx.doi.org/10.15663/wje.v27i3.813.

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The study used quasi-experimental research with pre-test and post-test design approach to analyse the effectiveness of using the Gallery Walk technique in enhancing reading comprehension and oral English language proficiency among junior high school students. Cluster sampling technique was used in determining the respondents who experienced the Gallery Walk teaching technique and those who experienced the conventional teaching technique. Pre-test result showed no differences in the level of reading comprehension and oral English language proficiency prior to the experiment. After the implement
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Aldhanhani, Zainab R., and Emad A. S. Abu-Ayyash. "Theories and Research on Oral Reading Fluency: What Is Needed?" Theory and Practice in Language Studies 10, no. 4 (2020): 379. http://dx.doi.org/10.17507/tpls.1004.05.

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Oral reading fluency skill is considered to be the bridge to reading comprehension. However, it has been neglected in many English reading programs despite the fact that different theories (including behaviorism, information processing model theory, automaticity theory, and Ehri and McCormick’s word learning theory) have shed light on this skill. Therefore, the purpose of this study is to review theories, studies and practices relevant to this skill. This study has two aims: (1) to identify the theories underpinning oral reading strategies and (2) to identify the gap in research so far conduct
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Michina, E. Y., and E. V. Tartakovskaya. "Reading teaching as a kind of speech activity in study of language for specific purposes." Izvestiya MGTU MAMI 8, no. 2-5 (2014): 178–86. http://dx.doi.org/10.17816/2074-0530-67537.

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The article considers reading as a kind of speech activity, contributing to the development of skills and abilities of oral speech communication. Reading is characterized as a learning tool on the content and the basic principles of learning, as well as training sequences. The authors propose a method of reading teaching in a non-language university. A text is estimated as communicative speech unit in training. There are outlined the main principles of learning different kinds of reading.
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Andrianova, Natalia S., Liliya R. Nizamieva, Gulnara I. Nazarova, Olga F. Ostroumova, and Cecile Leblanc. "The Development of Students’ Cognitive Self-Study While Teaching Reading in FL Training." Journal of History Culture and Art Research 6, no. 5 (2017): 321. http://dx.doi.org/10.7596/taksad.v6i5.1258.

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<p>In the informational society while teaching foreign languages the development of students’ skills aimed at searching, analyzing, critical thinking, processing and using the obtained information in the productive speech activity is in demand. In this context, the problem of students’ cognitive self-study development, aimed at “revealing” knowledge while reading, is becoming increasingly important as reading while teaching foreign languages not only contributes to self-development and self-reflection, but also to the formation of a cross-cultural and linguistic personality, which is a p
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Jenkins, Joseph R., and Mark Jewell. "Examining the Validity of Two Measures for Formative Teaching: Reading Aloud and Maze." Exceptional Children 59, no. 5 (1993): 421–32. http://dx.doi.org/10.1177/001440299305900505.

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This study examined the relations among performance on standardized reading tests, two informal measures (reading aloud and maze), and teacher judgment. Subjects were 335 students from Grades 2–6. Correlations between oral reading fluency and two achievement tests varied according to students' grade level, with a declining trend in the coefficients as grade level increased. Correlations between oral reading and achievement tests at the upper grade levels were lower than those reported in previous studies. In contrast, coefficients between performance on maze tasks and achievement tests did not
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Prakash, Remya Rebecca, and Abjy Kurian. "Exploring the Role of Oral Reading Fluency (ORF) in Reading Instruction: A Classroom-based Study with Engineering Students." Artha - Journal of Social Sciences 18, no. 1 (2019): 45–57. http://dx.doi.org/10.12724/ajss.48.5.

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Teaching reading is a complicated task as reading entails the simultaneous interaction of various component processes. Learning to read fluently is a crucial part of reading acquisition. Despite research conducted in L1 contexts regarding reading fluency, this area has been relatively unexplored in L2 contexts. In reading fluency research, Oral Reading Fluency (ORF) is an important construct which has been closely associated with the reading comprehension of young learners in L1 contexts. This paper aims to investigate the nature of the relationship between ORF and reading comprehension in ESL
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Desta, Minwuyelet Andualem. "An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (2020): 97. http://dx.doi.org/10.21093/ijeltal.v5i1.608.

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The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Inter
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Dissertations / Theses on the topic "Oral reading – Study and teaching"

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Park, Micah William. "Teaching Intonation Patterns through Reading Aloud." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/267.

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This study investigated whether East Asian learners of English (n=8) studying in the US acquired more accurate intonation patterns (compared to native-speaker norms) after receiving five weeks of tutoring focusing on four basic intonation patterns (definite statements, wh-questions, yes/no questions, and tag questions) and using oral reading as the primary practice technique. The study also assessed the students' affective reaction to the teaching method through interviews. The study found that the learners significantly improved their intonational accuracy (based on the judgments of three nat
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Williams, Heather Cynthia. "Use of read alouds to increase reading comprehension." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3071.

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There is a shift from learning to read towards reading to learn beginning in the fourth grade. This project focuses on the use of read alouds to teach concepts such as inference, generalization, and drawing conclusions to increase reading comprehension in fourth graders.
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Toruño, Caren Ann. "Readers theatre: Part of the elementary reading program." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1826.

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Arredondo-Montoya, Celina Lynn. "Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/999.

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This research project explores the relationship between the use of culturally sensitive reading material and reading comprehension among Spanish-speaking language minority students of elementary school age. Text includes Spanish and English transcriptions of stories.
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Turpin, Hester Thompson. "Inservice videos in guided reading, writers' workshop and working with words." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1407.

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This project was developed to meet the needs of teachers who have been trained in the components of balanced literacy: reading aloud, shared reading, guided writing, writers' workshop and working with words.
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Yeung, Siu-sze, and 楊少詩. "Phonological awareness, oral language proficiency and beginning reading development among Hong Kong Chinese kindergarteners: an intervention study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48128570.

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The present research investigates the causal influence of phonological awareness and oral language proficiency on beginning reading and spelling development of Chinese kindergarteners learning English-as-a-second-language (ESL). Three inter-related studies using correlational and intervention design were conducted to examine (1) the role of phonological awareness in English reading and spelling; (2), the contribution of oral language proficiency to English reading and spelling; (3), the efficacy of the phonological awareness instruction led by kindergarten teachers in classroom setting
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楊潔瑜 and Kit-yu Kitty Yeung. "Factors contributing to English oral reading fluency in Chinese children learning English as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41717016.

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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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St, John Regina L. "An analysis of the self-evaluation strategy of reading one's drafts aloud as an aid to revision : a multi-modal approach." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1301631.

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This mixed model study informed by a multi-modal approach investigated the relationship between reading aloud and the student revision process. Participants for this study were undergraduate juniors and seniors enrolled in any one of four sections of English 393 (Writing Competency Course) at Ball State University during the summer semester of 2003. These students had previously failed the Writing Competency Exam at Ball State; therefore, they had to complete English 393 successfully to fulfill Ball State's writing competency requirement and, ultimately, to graduate. Specifically, this study e
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Picpican-Bell, Anne. "Developing oral proficiency through poem recitation in elementary English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2932.

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Books on the topic "Oral reading – Study and teaching"

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Barton, Robert. Off the page: Reading poetry out loud. Tree House Press, 1996.

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The fluent reader: Oral & silent reading strategies for building fluency, word recognition & comprehension. 2nd ed. Scholastic, 2010.

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The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. Scholastic Professional Books, 2003.

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Kopfermann, Thomas. "Lies, damit ich ihn selbst höre" (Sokrates): Schriften zur Kommunikationspädagogik. Röhrig, 2008.

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Natalle, Elizabeth J. Teaching interpersonal communication: Resources and readings. Bedford/St. Martins, 2007.

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Guided listening. Pembroke Publishers, 2007.

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Creative communication: Projects in acting, speaking, and oral reading. 5th ed. Clark, 2003.

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M, Guccione Lindsey, ed. Comprehension and English language learners: 25 oral reading strategies that cross English proficiency levels. Heinemann, 2009.

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N, Mangieri John, ed. Word forward: Building powerful vocabulary and reading comprehension with read alouds. Scholastic Inc., 2007.

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Harstad, James R. The read-along handbook: Performance English. Curriculum Research & Development Group, University of Hawaii, 1996.

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Book chapters on the topic "Oral reading – Study and teaching"

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Cottrell, Stella. "Seminars and oral presentations." In Teaching Study Skills and Supporting Learning. Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-07094-4_22.

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Cottrell, Stella. "Reading for research." In Teaching Study Skills and Supporting Learning. Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-07094-4_17.

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Luchini, Pedro Luis. "Simultaneous Reading and Listening Is Less Effective Than Reading Alone: A Study Based on Cognitive Load Theory." In Second Language Learning and Teaching. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14334-7_5.

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Bowers, Erica, Barbara Laster, Debra Gurvitz, Tammy Ryan, Jeanne Cobb, and JoAnne Vazzano. "Using Video for Teacher Reflection: Reading Clinics in Action." In Self-Study of Teaching and Teacher Education Practices. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3431-2_8.

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Corbett, Michael. "Reading Lefebvre from the Periphery: Thinking Globally About the Rural." In Self-Study of Teaching and Teacher Education Practices. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17488-4_8.

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Edge, Christi U., and Elsie L. Olan. "Reading, Literacy, and English Language Arts Teacher Education." In International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_27.

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Wu, Hong. "College English Reading Teaching Based on WeChat and Reading Circle – a Case Study of Advanced English." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25128-4_208.

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Górecka, Joanna, Weronika Wilczyńska, and Bernadeta Wojciechowska. "Developing Second Language Oral Competence Through an Integrated Discursive Approach: The Conceptual Framework of the Project and Results of a Pilot Study." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-38339-7_3.

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Kamal, Shabana. "Arabic-Speaking Learners’ Perceptions of English Academic Reading Difficulties: A Study on High School Graduates in the UAE." In English Language Teaching: Theory, Research and Pedagogy. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8888-1_19.

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Wang, Dandan. "A Study of Oral English Teaching Mode Based on Electronic Files in a Cloud Environment." In Advances in Intelligent Systems and Computing. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4572-0_227.

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Conference papers on the topic "Oral reading – Study and teaching"

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CHEN, WEI. "IDEOLOGICAL AND POLITICAL THEORIES TEACHING IN COMPREHENSIVE BUSINESS ENGLISH TEACHING." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35735.

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Comprehensive Business English course is a comprehensive language practice skills course, which integrates English language knowledge, communication ability, cultural background knowledge and business knowledge. By imitating English materials in different kinds of business and cultural scenes, students can get familiar with English expression habits, cultivate English critical thinking and master fundamental English oral expression ability; by learning different subjects, students' vocabulary and discourse reading comprehension ability are to be enhanced and the basic discourse expression abil
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"Study on Application of Reading Skills in Critical Reading Teaching." In 2019 Scientific Conference on Management, Education and Psychology. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v1.049.

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Okubo, Kiichiro, Kazunori Sato, Yuichi Wada, Kazuyuki Asai, Shunichi Kubo, and Tatsuya Horita. "Study of Manga Reading Comprehension and Teaching Methods for Manga Reading." In 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2018. http://dx.doi.org/10.1109/iiai-aai.2018.00048.

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Sun, Guojun. "The study of extracurricular reading in history teaching." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.12.

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ZHOU, Ting-Xiang. "Study on Strategies in College English Reading Teaching." In Proceedings of the 4th Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/sschd-18.2019.65.

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Qian, Jing. "AN EMPIRICAL STUDY ON ONLINE READING AND INCIDENTAL VOCABULARY ACQUISITION." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.023.

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McKell, Kimberly. "Understanding Reading for Enjoyment Through Sustained Silent Reading: A Self-Study of Teaching Practice." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1428987.

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Gao, Yang. "A CASE STUDY ON EFL TEACHER BELIEFS AND PRACTICES ABOUT READING AND TEACHING READING." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2605.

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Ko, Katherine, Roann Ramos, and Rosalito De Guzman. "A MOBILE EEG STUDY ON THE NEUROPHYSIOLOGICAL CORRELATES OF ORAL READING IN DYSLEXIA." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end094.

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"A Case Study of Wisdom Teaching of College Oral English." In 2020 International Conference on Educational Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000242.

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Reports on the topic "Oral reading – Study and teaching"

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Lavadenz, Magaly. Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students. Center for Equity for English Learners, 2003. http://dx.doi.org/10.15365/ceel.article.2003.1.

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This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home langua
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning develo
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