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Dissertations / Theses on the topic 'Reading Lesson'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 May 2022

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1

Pethig, Helen. "The social organisation of a remedial reading lesson." Thesis, Bangor University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412261.

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2

Tatum, Maryann E. "Digital Storytelling as a Cultural-Historical Activity: Effects on Information Text Comprehension." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/222.

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New literacies in reading research demand for the study of comprehension skills using multiple modalities, through a more complex, multi-platform view of reading. Taking into account the robust roll of technology in our daily lives, research suggests that educators need activities to connect students' lack of reading skills with their growing multimodal literacy. During the post-reading phase of a directed reading activity (DRA), students were engaged in digital storytelling, where they created digital videos and slideshows based on information text read during DRA. Previous studies highl

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3

Owens-Kristenson, Jodi. "Content Area Literacy| Relationship Between Lesson Design and Professional Development." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565609.

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<p>Despite Minnesota’s investment in professional development in content area literacy, secondary students are not showing expected literacy gains. A lack of literacy proficiency limits future options for students. The purpose of this study was to examine content-area literacy strategy inclusion and its relationship to professional development in the context of complexity theory, efficacy theory, transformational learning theory, structured teaching, and constructivism. A cross-section correlation survey research study was conducted to investigate the relationship of time spent in system

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4

Henderson, Shannon Coman Villaume Susan K. "Differences between high and low level preservice teachers' instructional conversations with elementary school students a grounded theory study /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/HENDERSON_SHANNON_34.pdf.

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5

Miller, Jennifer. "Eighth grade reading curriculum how teachers make choices /." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1190057922.

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Thesis (Ph. D.)--Kent State University, 2007.<br>Title from PDF t.p. (viewed July 15, 2008). Advisor: Nancy Padak. Keywords: Curriculum; reading; standards; adolescent literature. Includes survey instrument. Includes bibliographical references (p. 206-217).

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6

Judd, Mariane, and n/a. "The efficacy of a reading recovery program or an extra lesson program in comparison to no intervention for children having difficulty reading in their second year at school." University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060803.131535.

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The purpose of the study was to investigate the efficacy of a 'Reading Recovery' or an 'Extra Lesson' program in comparison to no intervention for children having difficulty reading in their second year at school. 'Reading Recovery' is an intervention program developed by Marie Clay to assist children who are showing signs of having difficulty learning to read after the first year at school. 'Reading Recovery' uses a whole language approach. The assumption is that given a second chance in a 1:1 structured learning environment, with a trained Reading Recovery teacher, the child will learn to re

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Owens-Kristenson, Jodi. "Content Area Literacy: Relationship Between Lesson Design and Professional Development." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1066.

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Despite Minnesota's investment in professional development in content area literacy, secondary students are not showing expected literacy gains. A lack of literacy proficiency limits future options for students. The purpose of this study was to examine content-area literacy strategy inclusion and its relationship to professional development in the context of complexity theory, efficacy theory, transformational learning theory, structured teaching, and constructivism. A cross-section correlation survey research study was conducted to investigate the relationship of time spent in systematic prof

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8

Evanchan, Gail E. "The Development of Fluency and Comprehension Literacy Skills of Second Grade Students by Providing Regular Use of the Fluency Development Lesson." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1436962237.

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9

Kulich, Lynne Schlarb. "The English Reading Development of Karen Children Using the Fluency Development Lesson in an Intensive English Language Program: Three Descriptive Case Studies." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258493882.

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10

Netzel, Rosangela Maria de Almeida. "Planejamento digital e literatura como elo interdisciplinar: sonhos possíveis." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2155.

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Acompanha: PLANPED: planejamento pedagógico<br>Como as novas tecnologias podem facilitar o planejamento e a prática docente? Essa foi a problemática que deu origem aos estudos aqui detalhados, tendo como objetivo principal motivar os docentes do Ensino Fundamental Inicial para o uso dos Acervos Complementares, presentes nas escolas por iniciativa do Ministério da Educação. Assim, considerando as novas tecnologias como ferramentas, no âmbito do Mestrado Profissional em Ensino, buscou-se desenvolver o software PLANPED – Planejamento Pedagógico, estruturado como banco de dados a serem escolhidos

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11

Walter, Eileen Louise. "THE INTERACTIVE USE OF LANGUAGE DURING READING LESSONS: HOW READING LESSONS ARE ACCOMPLISHED." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184191.

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The purpose of this study was to develop a system for describing the interactive nature of language during instructional discourse. The system was then used to describe instructional discourse during reading lessons where comprehension was the major goal. Recently, reading instructional research has been conducted to investigate what occurs during reading lessons. These researchers observed lessons using instruments consisting of categories of behaviors that were expected to occur. The present study contributed to this line of investigation by describing what actually occurred during reading l

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12

Ronnås, Maria. "Reading Promotion in Zambia : Lessons from Three Projects." Thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-19390.

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The aim of my thesis is to investigate three different reading projects, which have been set up to promote reading among school children in Zambia. I have used my field study together with some general observations to draw some lessons on the obstacles and challenges present in Zambia in relating literacy to culture among young people. In identifying these lessons, I have drawn on a theoretical framework which relates literacy to a cultural meaning system, addresses the importance of social interaction, as well as distinguishing between experienced and instrumental reading. My methods have bee

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13

Robinson, Nancy Reed. "Fostering Student Independent Behaviors During Reading Recovery Lessons." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27163.

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This instructional study of fostering student independence while teaching them to read revealed how first grade students develop independent reading behaviors during their 18-22 weeks of instruction. The observations were made of three Reading Recovery teacher/student dyad behaviors during three videotaped lessons; one in the beginning of instruction, one near the middle of instruction and the last just before the students discontinued from their respective programs. Individual units of reading behaviors were identified and labeled as assisted, assisted dependent, assisted independent, or inde

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14

Carss, Wendy Diane. "The Effects of using Think-Pair-Share during Guided Reading Lessons." The University of Waikato, 2007. http://hdl.handle.net/10289/2233.

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The aim of this research was to describe the effects of Think-Pair-Share strategies, used during Guided Reading lessons, on reading achievement. Think-Pair-Share is a co-operative teaching strategy that includes three components; time for thinking, time for sharing with a partner and time for each pair to share back to a larger group. The use of Think-Pair-Share unites the cognitive and social aspects of learning, promoting the development of thinking and the construction of knowledge. The strategy lends itself to inclusion within Guided Reading lessons, where the focus is on meaningful dis

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15

Bender, Franklin W. "Linguistic Features of Instructional Language during Read Aloud Lessons." Thesis, University of Oregon, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10935745.

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<p> The purpose of this study was to explore the linguistic architecture of instructional language used during first grade read aloud lessons. The participants were from the CTL Year-3 Read Aloud study. The study’s random assignment created 20 teachers in the treatment group and 19 teachers in the control group. My study investigated the variability of their teacher’s use of instructional language during direct instruction read aloud lessons. Specifically, I analyzed the following linguistic attributes: (a) clausal density, (b) number of different words, (c) words per minute, (d) p

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Kaback, Suzanne. "Lessons from Ellen: A Case Study Investigation of Comprehension Strategy Instruction in Action." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/KabackS2003.pdf.

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Cavender, Anne Lindsey. ""Lessons of variety and freedom" : reading & ethics in China and the west /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/6663.

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18

Dyal, Edith Irene Colvin. "An examination of factors which associate with a successful outcome in piano lessons /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11169643.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: Robert Pace. Dissertation Committee: Lenore Pogonowski. Includes bibliographical references: (leaf 124).

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19

Văcăreţu, Ariana-Stanca. "Math lessons for the thinking classrooms." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81033.

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Teaching mathematics means teaching learners to think – wrote Polya in How to Solve It? 1957. This paper intends to offer mathematics teachers suggestions for incorporating reading, writing, and speaking practices in the teaching of mathematics. Through explicit examples and explanations we intend to share ways of engaging students in deep learning of mathematics, especially using and producing written and oral texts. More specifically, we plan to broaden and deepen teachers’ understanding of strategies for guiding students’ thinking so that they grasp mathematical concepts and processes, and

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20

Maxwell, Ina Frasier. "Lessons learned from motivated readers: a case study of four ten-year olds : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2007. http://proquest.umi.com/pqdweb?index=75&did=1338914911&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1255093319&clientId=28564.

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21

Gendt, Anja. "Eye movements under the control of working memory : the challenge of a reading-span task." Phd thesis, Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2014/6922/.

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During reading oculomotor processes guide the eyes over the text. The visual information recorded is accessed, evaluated and processed. Only by retrieving the meaning of a word from the long-term memory, as well as through the connection and storage of the information about each individual word, is it possible to access the semantic meaning of a sentence. Therefore memory, and here in particular working memory, plays a pivotal role in the basic processes of reading. The following dissertation investigates to what extent different demands on memory and memory capacity have an effect on eye mov

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Hohenstein, Sven. "Eye movements and processing of semantic information in the parafovea during reading." Phd thesis, Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2014/7036/.

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When we read a text, we obtain information at different levels of representation from abstract symbols. A reader’s ultimate aim is the extraction of the meaning of the words and the text. The reserach of eye movements in reading covers a broad range of psychological systems, ranging from low-level perceptual and motor processes to high-level cognition. Reading of skilled readers proceeds highly automatic, but is a complex phenomenon of interacting subprocesses at the same time. The study of eye movements during reading offers the possibility to investigate cognition via behavioral measures dur

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23

Stockdale, Margaret E. "Teachers' use of sensory activities in primary literacy lessons : a study of teachers trained in Accelerated Literacy Learning." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002069.

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24

Kornrumpf, Benthe. "Visuo-spatial attention in reading." Doctoral thesis, Humboldt-Universität zu Berlin, Lebenswissenschaftliche Fakultät, 2016. http://dx.doi.org/10.18452/17627.

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Visuell-räumliche Aufmerksamkeit spielt eine Schlüsselrolle in der Wortverarbeitung und der Augenbewegungskontrolle beim Lesen. Dennoch bleibt die räumliche und zeitliche Dynamik von Aufmerksamkeitsbereitstellung innerhalb einer Fixation ungeklärt. Die vorliegende Dissertation nutzt drei Ansätze in der Ko-Registrierung von Augenbewegungen und EEG um diese Forschungslücke zu untersuchen und direkte Einblicke in die Aufmerksamkeitsverteilung zwischen Fovea und Parafovea, ihre Anpassung an Verarbeitungsansprüche und Sakkaden sowie ihre Auswirkungen auf Wortverarbeitung zu liefern. In Studie 1 wur

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25

Lindman, Frida. ""Du är ju inte din dyslexi" : Anpassningar och strategier som används i läs- och skrivundervisningen för elever med dyslexi." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36416.

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Studiens syfte är att bidra med kunskap om vilka anpassningar och strategier specialpedagoger och speciallärare använder i undervisningssammanhang för att diskutera hur klasslärare kan stödja läs- och skrivutvecklingen för elever med dyslexi. Med studien söker jag svar på hur arbetet kring elever med dyslexi ser ut samt vilken hjälp och vilket stöd lärare kan få från specialpedagog eller speciallärare. I bakgrunden presenteras information som kan vara betydelsefull vid fortsatt läsning och för att bli mer insatt i ämnet. Studien utgår från ett sociokulturellt perspektiv som presenteras i teori

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Cohen, Joshua Eric. "The association between CarieScan Pro readings and histologic depth of caries in non cavitated occlusal lesion in vitro." Thesis, University of Iowa, 2013. https://ir.uiowa.edu/etd/2463.

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27

Gregory, Evelyn Elsie. "The nature and significance of boundary negotiation between teachers and children from "non-school-oriented" backgrounds in early school reading lessons." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018655/.

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Children from families which do not share the language, culture or social class of the teacher are often viewed as 'disadvantaged' when they enter school. It comes as no surprise to teachers when these children experience problems in beginning reading in the classroom. The teachers' expectations are backed up by statistics showing that children from 'non-school-oriented' backgrounds are less likely to succeed at all stages in their school careers. Explanations for lack of progress are sought in the children's linguistic, cultural or cognitive deficiency or, most recently, in their inexperience

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Coffman, Karen D. "Lessons to Learn: The Implementation of Response to Intervention as a School Framework through the Lens of Past Reading First Schools." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533680430260384.

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29

Nuthmann, Antje. "The "where" and "when" of eye fixations in reading." Phd thesis, Universität Potsdam, 2005. http://opus.kobv.de/ubp/volltexte/2006/793/.

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To investigate eye-movement control in reading, the present thesis examined three phenomena related to the eyes’ landing position within words, (1) the optimal viewing position (OVP), (2) the preferred viewing location (PVL), and (3) the Fixation-Duration Inverted-Optimal Viewing Position (IOVP) Effect. Based on a corpus-analytical approach (Exp. 1), the influence of variables word length, launch site distance, and word frequency was systematically explored. In addition, five experimental manipulations were conducted. <br><br> First, word center was identified as the OVP, that is the position

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Williams, Khaliyah D. "The effects of an interactive reading intervention on early literacy development and positive parenting interactions for young children of teenage mothers /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998023.

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Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 171-183). Also available for download via the World Wide Web; free to University of Oregon users.

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31

Salisbury, Annika. "Martha's Unhomely Quest for the Homely : A Postcolonial Reading of the Protagonist Martha in Doris Lessing's Martha Quest." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-70857.

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The protagonist Martha in Doris Lessing’s Martha Quest is born to white British settler parents and grows up in a British colony in southern Africa in the 1930s. Although officially the coloniser rather than the colonised, Martha tries to reject this role mentally, verbally, and physically. This essay aims to show that a postcolonial reading of Martha in relation to the colonial context helps in understanding her double consciousness and, more specifically, her inability to find a real or lasting sense of home. Using Homi Bhabha’s concept of unhomeliness, the essay argues that Martha does not

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Niefind, Florian. "Brain-electric correlates of visual word recognition under natural reading conditions." Doctoral thesis, Humboldt-Universität zu Berlin, Lebenswissenschaftliche Fakultät, 2016. http://dx.doi.org/10.18452/17494.

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Diese vorliegende Dissertation nutzt Koregistrierung von EEG und Eye-Tracking um neuronale Korrelate der Wortverarbeitung beim natürlichen Lesen zu untersuchen. EKP-Forschung hat unser Verständnis der Wortverarbeitung stark geprägt. Jedoch wird Lesen in EKP-Experimenten üblicherweise im unnatürlichen RSVP Paradigma untersucht. Der Blickbewegungsforschung verdanken wir viele Erkenntnisse über die Koordination von Sprachverarbeitung und Blickbewegungsplanung, allerdings nur auf der Verhaltensebene. Drei Leseexperimente in dieser Arbeit untersuchten a) foveale und parafoveale Wortverarbeitung, b)

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33

Schad, Daniel Johannes. "Mindless reading and eye movements : theory, experiments and computational modeling." Phd thesis, Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2014/7082/.

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It sometimes happens that we finish reading a passage of text just to realize that we have no idea what we just read. During these episodes of mindless reading our mind is elsewhere yet the eyes still move across the text. The phenomenon of mindless reading is common and seems to be widely recognized in lay psychology. However, the scientific investigation of mindless reading has long been underdeveloped. Recent progress in research on mindless reading has been based on self-report measures and on treating it as an all-or-none phenomenon (dichotomy-hypothesis). Here, we introduce the levels-of

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Wu, Panyang. "Exploring Effective Reading Strategies that Promote Higher Level Thinking and Comprehension for a Chinese-speaking College Student." Otterbein University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594310520077563.

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35

Avni, Behira. "Primary school pupils' responses to lessons that combine different teaching styles (Visual, Auditory, Reading/writing and Kinaesthetic) according to their own personal learning styles." Thesis, Anglia Ruskin University, 2011. https://arro.anglia.ac.uk/id/eprint/701726/1/Avni_2011.pdf.

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The study aimed to examine whether lessons that combine different teaching styles (Visual, Auditory, Reading/writing and Kinaesthetic- VARK) assist or hinder the learning of primary school pupils with different personal learning styles according to the pupils' responses.These lessons were given to three classesin primary school G in Israel (two in Year 5 and one in Year 6), a total of 75 pupils, for an entire school year. Before the experimental lessons were implemented the pupils inthe research population completed the VARK questionnaire (in

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Avni, Behira. "Primary school pupils' responses to lessons that combine different teaching styles (Visual, Auditory, Reading/writing and Kinaesthetic) according to their own personal learning styles." Thesis, Anglia Ruskin University, 2011. http://arro.anglia.ac.uk/701726/.

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The study aimed to examine whether lessons that combine different teaching styles (Visual, Auditory, Reading/writing and Kinaesthetic- VARK) assist or hinder the learning of primary school pupils with different personal learning styles according to the pupils' responses. These lessons were given to three classesin primary school G in Israel (two in Year 5 and one in Year 6), a total of 75 pupils, for an entire school year. Before the experimental lessons were implemented the pupils inthe research population completed the VARK questionnaire (in the form of a Hebrew questionnaire) to assess thei

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Lau, Garfield Chi Sum. "The ubiquity of terror: reading family, violence and gender in selected African Anglophone novels." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/262.

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Terror in the African Anglophone novels of Chinua Achebe, Doris Lessing, J.M. Coetzee and Laila Lalami originated as a consequence of a breakdown in the family structure. Traditionally, conventional patriarchy, in addition to securing the psychological and material needs of the family, has served as one of the building blocks of tribes and nations. Since the father figure within narrative is allegorized as a metonym of the state, the absence of patriarchal authority represents the disintegration of the link between individuals and national institutions. Consequently, characters may also turn t

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Margotto, Luciano. "Lições da arquitetura: leituras a partir de poéticas." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/16/16133/tde-01092016-171845/.

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Este trabalho tem origem na inquietação teórica desde a perspectiva do projeto, isto é, desde quem está na posição de, por assim dizer, produzi-lo, atendendo à cadeia de decisões e operações que lhe dão origem. Apoia-se no princípio de que estética constitui reflexão filosófica tanto quanto reflexão empírica de maneira indissociável e complementar. Investiga conceitos que giram em torno de valores, contemporâneos ou não, de estética, de arte, de literatura, e de outras áreas do conhecimento aplicados à arquitetura. Paralelamente, examina obras em sua maioria brasileira e pertencente ao que se

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Hunsader, Patricia D. "Lessons learned about boys' and girls' mathematical problem solving : the solution processes, performance, linguistic explanations, self-efficacy, and self-assessment of fifth-grade students of varying reading and mathematics abilities." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001185.

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Seydlitz, Sophie. "Buchsommer Sachsen 2012." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-101929.

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In diesem Sommer fand in 60 Bibliotheken Sachsens eine besondere Aktion statt: der Buchsommer Sachsen. Unter dem Motto „Beim Lesen tauch ich ab!“ sollten vor allem Schülerinnen und Schüler ab der 5. Klasse in die Bibliotheken gelockt werden. Dafür wurden mehr als 100 neue Buchtitel gekauft, die exklusiv für die Jugendlichen während der Aktion zum Ausleihen und Lesen zur Verfügung standen. Bei der Auswahl der Titel stand der Fokus auf Neuerscheinungen des Jugendbuchmarktes, die vor allem Mittelschüler und Jungs ansprechen sollten. Aber auch für Mädchen und Leseratten sollte etwas dabei sein. Pr

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Krügel, André. "Eye movement control during reading : factors and principles of computing the word center for saccade planning." Phd thesis, Universität Potsdam, 2014. http://opus.kobv.de/ubp/volltexte/2015/7259/.

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Reading is a complex cognitive task based on the analyses of visual stimuli. Due to the physiology of the eye, only a small number of letters around the fixation position can be extracted with high visual acuity, while the visibility of words and letters outside this so-called foveal region quickly drops with increasing eccentricity. As a consequence, saccadic eye movements are needed to repeatedly shift the fovea to new words for visual word identification during reading. Moreover, even within a foveated word fixation positions near the word center are superior to other fixation positions fo

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Gamez, Octavio Rodolfo. "The effectiveness of direct vocabulary instruction strategies to increase the comprehension of fifth grade students during social studies lessons." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3050.

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Designed to answer the overarching question: does the implementation of direct vocabulary instruction strategies improve the comprehension of fifth grade students during the social studies lessons? The study included three fifth grade classes in the Corona-Norco Unified School District. To answer the question seven areas were considered: lesson selection, word selection, developing a vocabulary note guide, developing the test with a rubric, making handouts with critical analysis questions, designing semantic maps and semantic feature analysis handouts of the lesson design. Results showed that

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Risse, Sarah. "Processing in the perceptual span : investigations with the n+2-boundary paradigm." Phd thesis, Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2012/6041/.

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Cognitive psychology is traditionally interested in the interaction of perception, cognition, and behavioral control. Investigating eye movements in reading constitutes a field of research in which the processes and interactions of these subsystems can be studied in a well-defined environment. Thereby, the following questions are pursued: How much information is visually perceived during a fixation, how is processing achieved and temporally coordinated from visual letter encoding to final sentence comprehension, and how do such processes reflect on behavior such as the control of the eyes’ mov

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Trapp, Stefanie. "Generalization and Extension of the Environmental Enrichment Hypothesis of the OFCI Model." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/21951.

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Die vorliegende Dissertation widmet sich der Überprüfung und Generalisierung der Environmental Enrichment Hypothese des Openness-Fluid-Crystallized-Intelligence Model (OFCI Model, (Ziegler, Danay, Heene, Asendorpf, & Bühner, 2012). Laut Environmental Enrichment Hypothese würde das Persönlichkeitstrait Offenheit die Intelligenzentwicklung positiv beeinflussen. Personen mit höherer Offenheit würden sich in mehr Lernsituationen begeben. Fluide und kristalline Intelligenz würde gefördert werden (Investment-Hypothese). Da diese Hypothese bisher nur für das jüngere und ältere Erwachsenenalter geprüf

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Lindblom, Martin. "Which News Articles are You Reading? : Using Fingerprinting to Attack Internal Pages of News Websites." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-178397.

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When performing fingerprinting attacks against websites in a controlled environment astudy may achieve very promising results. However, these can be misleading as the closedworld setting may not accurately represent the real-world. This is a problem many priorworks have been critiqued for, the inability to transfer their results from the closed-worldsetting to the real-world. Being able to do so is of great importance to establish what thereal-world consequences would be of fingerprint attacks. If unable to apply one’s findingsoutside of a tightly controlled environment it is difficult to gaug

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Lindström, Angelica. "Läromedel i svenskämnets läs- och skrivundervisning för grundskolans årskurser 1–3. : - En läromedelsgranskning med utgångspunkt i lärares val av läromedel." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85503.

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Syftet med denna studie var att öka kunskapen om de vanligaste läromedlen som verksamma lärare inom svenskämnet för grundskolans årskurser 1–3 använder. Studien blev uppdelad i två delar, där den första delen innefattade att insamla information kring de tre mest förekommande läromedlen i undervisningen. I denna del användes webbenkät som metod. Andra delen av studien behandlade en innehållsanalys av läromedlen i förhållande till läroplanen. Studien genomfördes genom användandet utav teorierna positivistiska perspektivet och hermeneutik. Resultatet av den första delen av studien presenterade de

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Dambacher, Michael. "Bottom-up and top-down processes in reading : influences of frequency and predictability on event-related potentials and eye movements." Universität Potsdam, 2010. http://opus.kobv.de/ubp/volltexte/2010/4202/.

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In reading, word frequency is commonly regarded as the major bottom-up determinant for the speed of lexical access. Moreover, language processing depends on top-down information, such as the predictability of a word from a previous context. Yet, however, the exact role of top-down predictions in visual word recognition is poorly understood: They may rapidly affect lexical processes, or alternatively, influence only late post-lexical stages. To add evidence about the nature of top-down processes and their relation to bottom-up information in the timeline of word recognition, we examined influen

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Van, Heerden Imke. "“A life lived in cages”: strategies of containment in J.M. Coetzee’s Age of iron, Life & times of Michael K, Elizabeth Costello: eight lessons and “The poetics of reciprocity”." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1746.

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Thesis (MA (English))--University of Stellenbosch, 2009.<br>ENGLISH ABSTRACT: In its conversations with four texts by J.M. Coetzee – Age of Iron (1990), Life & Times of Michael K (1983), Elizabeth Costello: Eight Lessons (2003) as well as the critical essays published in Doubling the Point, “The Poetics of Reciprocity” (1992) – this thesis will demonstrate the manner in which the singularities of each of these texts prompt, expand and challenge the framework that sustains its reading of Coetzee’s fiction. Whereas some critical methodologies seek to eliminate the characteristic indeterminacy of

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Castronovo, Calogero. "Die Leseförderung in Spanien." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät I, 2009. http://dx.doi.org/10.18452/15988.

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Zu Beginn des 21. Jahrhunderts ist in Spanien eine Leseförderungsoffensive gestartet worden, deren primäres Ziel es ist, die großen Schwächen der Lesegewohnheiten in der spanischen Bevölkerung zu beheben, und somit allen Bürgern den Zugang zur Informations- und Wissensgesellschaft zu ermöglichen. Im ersten Teil der Arbeit werden die historischen Hintergründe für die heutigen Defizite erläutert und eine Reihe von aktuellen Studien zum Leseverhalten der Spanier analysiert. Eine Untersuchung über das Verlagswesen und dessen Auswirkung auf die Lesehaltung der Gesellschaft, sowie eine genaue Dars

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Albacete, García Catalina. "La enseñanza de la geografía en la Escuela Pública en España 1900-1936." Doctoral thesis, Universidad de Murcia, 1992. http://hdl.handle.net/10803/94512.

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La geografía se introduce en los planes de estudio de la enseñanza primaria al amparo del movimiento nacionalista que florece en Europa a partir de la segunda mitad del siglo XIX. En España constituye materia de enseñanza partir de 1901 Con esta tesis se pretende caracterizar la enseñanza de la geografía en el nivel elemental durante el primer tercio del siglo XX; contribuir a la comprensión de lo que fue la institución escolar, en estos años, a través del análisis de una de las disciplinas que integraban el currículo escolar; ofrecer un modelo de análisis de textos escolares; elaborar un repe

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