Gotowe bibliografie tematyczne / Levels of Reading Comprehension Questions

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Gotowa bibliografia na temat „Levels of Reading Comprehension Questions”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Levels of Reading Comprehension Questions"

Eda, Işır, and Uyar Yusuf. "Investigating Reading Comprehension Questions and Student-Generated Questions in Language Lessons in terms of Level." Education Quarterly Reviews 5, no. 4 (2022): 440–55. https://doi.org/10.31014/aior.1993.05.04.676.

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Reading comprehension questions scaffold deeper comprehension, help students to analyze texts, improve students’ thinking skills, and help them realize permanent and meaningful learning. By comparing reading comprehension questions used in Turkish lessons with student-generated comprehension questions in terms of level, this study aimed to determine question resources’ capacity to affect students’ questions. Using a multiple-case study research method, this study examined Turkish textbooks’ reading comprehension questions, teachers’ questions generated during less

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Adli, Nayer, and Asgar Mahmoudi. "Reading Comprehension Questions in EFL Textbooks and Learners’ Levels." Theory and Practice in Language Studies 7, no. 7 (2017): 590. http://dx.doi.org/10.17507/tpls.0707.14.

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This study investigated the reading comprehension questions in EFL textbooks and their appropriateness to learners' levels. The data for the study were collected from four elementary and advanced level EFL textbooks containing 44 chapters altogether. A checklist was designed based on Bloom’s Taxonomy of reading comprehension questions to record the cognitive levels of the questions collected from the reading comprehension sections of the mentioned textbooks. To assess the significance of difference between each kind of the comprehension questions in elementary and advanced level textbooks, the

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Surtantini, Rin. "Reading Comprehension Question Levels in Grade X English Students’ Book in Light of the Issues of Curriculum Policy in Indonesia." PAROLE: Journal of Linguistics and Education 9, no. 1 (2019): 44. http://dx.doi.org/10.14710/parole.v9i1.44-52.

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This article aims at finding out the reading comprehension-question levels as constructed for some chapters of English Students’ Book for Grade X published in 2017 by The Ministry of Education and Culture of Indonesia. The data were taken purposively and analyzed using Barrett’s taxonomy of reading comprehension to examine the levels of comprehension questions provided in the book. While higher-order thinking skills (HOTS) in Bloom’s taxonomy involve students to analyze, to evaluate, and to create, Barrett’s reading comprehension levels exhibit corresponding features, namely inferential compre

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Riry, Jholie Grace Imanuella, and Sophia Binnendyk. "Analyzing Reading Comprehension Questions in English Textbooks Using Barrett’s Taxonomy." MATAI: International Journal of Language Education 5, no. 2 (2025): 144–54. https://doi.org/10.30598/matail.v5i2.18343.

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This study analyzes reading comprehension questions in the English textbook “Bahasa Inggris Tingkat Lanjut” using Barrett’s Taxonomy. The objective is to categorize and evaluate the cognitive demands of these questions, providing insights into the effectiveness of the textbook in developing students' reading comprehension skills. Through a qualitative content analysis of the questions, the study identifies the distribution of questions across the five levels of Barrett’s Taxonomy: Literal Comprehension, Reorganization, Inferential Comprehension, Evaluation, and Appreciation. The findings revea

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Januarahman, Faishal, and Ade Romadhony. "Paraphrase Generation For Reading Comprehension." sinkron 8, no. 4 (2023): 2018–26. http://dx.doi.org/10.33395/sinkron.v8i4.12873.

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Reading comprehension is an assessment that tests readers understanding of a concept from the given text. The testing process is conducted by providing questions related to the content within the context of the text. The purpose of this research is to create new question variations from existing questions, and one of the methods to achieve this is by paraphrasing questions through the task of paraphrase generation. This can help ensure that readers have fully grasped a concept of a text. This study employs a traditional approach known as the thesaurus-based approach, in which the process invol

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Tangsakul, Pornpimon, Wachiraporn Kijpoonphol, Nguyen Duy Linh, and Lugsamee Nuamthanom Kimura. "USING BLOOM’S REVISED TAXONOMY TO ANALYZE READING COMPREHENSION QUESTIONS IN TEAM UP IN ENGLISH 1-3 AND GRADE 9 ENGLISH O-NET TESTS." International Journal of Research -GRANTHAALAYAH 5, no. 7 (2017): 31–41. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2106.

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The aim of the study was to use Bloom’s Revised Taxonomy 2001 or Anderson & Krathwohl’s Taxonomy 2001 to analyze and compare the levels of reading comprehension questions found in reading parts of Team Up in English 1-3 and Grade 9 English O-NET Tests academic years 2013-2016. This study examined 416 reading comprehension questions from Team Up in English 1-3 and 65 reading comprehension questions from O-NET Tests academic years 2013-2016. Bloom’s Revised Taxonomy 2001 was used as a framework for analyzing levels of reading comprehension questions. The findings showed that the levels of re

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Pornpimon, Tangsakul, Kijpoonphol Wachiraporn, Duy Linh Nguyen, and Nuamthanom Kimura Lugsamee. "USING BLOOM'S REVISED TAXONOMY TO ANALYZE READING COMPREHENSION QUESTIONS IN TEAM UP IN ENGLISH 1-3 AND GRADE 9 ENGLISH O-NET TESTS." International Journal of Research - Granthaalayah 5, no. 7 (2017): 31–41. https://doi.org/10.5281/zenodo.826733.

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Sari, Intan Kumala, Sahuddin, and Yuni Budi Lestari. "The Analysis of Reading Comprehension Question Levels in English Textbook for Vocational High School Based on Revised Bloom's Taxonomy." Journal of English Education Forum (JEEF) 3, no. 2 (2023): 25–29. http://dx.doi.org/10.29303/jeef.v3i2.566.

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Reading question is one of the tools that can improve students’ critical thinking. In teaching and learning process, providing questions at the HOTS level really helps students to improve their comprehension. This study aims to analyze the category of cognitive levels in reading questions based on Revised Bloom’s Taxonomy in English textbook “forward an English” for 10th Grade Students of Vocational High School. It used descriptive qualitative research. The data of this study was all of reading comprehension questions found in the textbook. Based on the results, researcher found 202 reading co

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Iskakova, A., S. Sultanbekova, T. Kenshinbay, Sh. Abadildayeva, and U. Beknazarova. "EVALUATION OF 2022-2024 FINAL ATTESTATION KAZAKH QUESTIONS ACCORDING TO PISA READING PROFICIENCY LEVELS." Znanstvena misel journal, no. 91 (June 26, 2024): 67–76. https://doi.org/10.5281/zenodo.12541178.

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Reading is a language skill that an individual first learns at school and uses throughout life; It is a high-level skill that includes understanding, interpreting, criticizing and evaluating texts beyond seeing and voicing them. For this reason, it is aimed at raising students in primary education as individuals who question what they read from a critical perspective. International monitoring research such as PISA (Programme for International Student Assessment), which allows countries to see their situation in various academic skills and compare them with other countries, also plays an import

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Nabela Ramadea, Ngasbun Egar, and Fitri Yulianti. "BLOOM Vs BARRET: COMPARING READING COMPREHENSION TYPES." Language and Education Journal 8, no. 2 (2023): 128–45. http://dx.doi.org/10.52237/lej.v8i2.486.

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This study was done to know the types of Bloom's Taxonomy and Barrett's Taxonomy used in reading comprehension questions of summative assessment made by an English teacher at SMAN 2 Semarang and thedominant type of each taxonomy used. This study was conducted using descriptive qualitative with content analysis research design because its research focused on analyzing reading comprehension inside a summativeassessment made by an English teacher. This research focused on a passive observer who did not actively participate. The study aims to document findings. The data collected from the Bloom Ta

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Rozprawy doktorskie na temat "Levels of Reading Comprehension Questions"

Loring, Ruth M. "Questions Used by Teachers with Skilled and Less Skilled Readers." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331752/.

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This study described the way teachers used questions with skilled and less skilled readers during reading instruction. The cognitive level and functions of questions were analyzed based on data collected through direct observation within the natural environment of the classroom. In addition, the patterns of questioning which included wait-time and sequencing of questions were identified and reported. Twenty sixth grade teachers randomly selected from a metropolitan school district were observed while instructing skilled readers and less skilled readers. Data collected during non-participatory

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Kongsbak, Ute. "Reading comprehension of literal, translational, and high inference level questions in aphasic and right hemisphere damaged adults." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4094.

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The purpose of this study was to examine and compare inferential abilities on a reading comprehension task in two groups of adults who had suffered cerebrovascular accidents (CVA). Sixteen subjects with a CVA to the right hemisphere of the brain were compared to an equal number of left hemisphere damaged subjects. Subjects were selected after they had demonstrated an adequate level of functioning on the Short Porch Index of Communicative Ability (SPICA), a test which measures communicative efficiency, to perform the tasks required in this study. All subjects were administered the revised versi

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Boulware, Beverly Joan. "An investigation of recreational reading levels of fourth-graders with the reading levels obtained from an informal reading inventory." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917825.

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The purpose of this study was to compare the readability levels of the recreational reading books children selected to read with the reading levels of the children established by Powell's (1992) criteria for the Informal Reading Inventory. Using Fry's Readability Graph, a second purpose of this study was to compare the reading levels of the books the children chose and read with the reading levels of the books the children chose and did not read. Five hypotheses were tested at the .05 level of significance.Hypotheses I-IV were tested using a t-test for paired samples to determine if there was

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Hendered, Victoria, and August Jönsson. "Automatically Generate Questions for National Examinations in English Reading Comprehension." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280112.

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In recent years the amount of research in automatically generated questions (AQG) have been on the rise. AQG can be applied to many different fields where one such field is education. The Swedish national test (Nationella provet) is a nation wide test in Sweden that can take 1,5 to 2 years to create. This report aims to investigate if humans are able to distinguish questions written by humans from questions generated by computer as well as if AQG can be used to create exam questions for the Swedish national test. The results showed that the participants within the study were able to identify t

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Renteria, Irma Garza 1954. "THE EFFECTS OF QARS ON THIRD GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276510.

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This descriptive study investigates the effects of a metacognitive strategy called "Question-Answer Relationships (QARs)" on the ability to answer comprehension questions of content area passages. The strategy teaches students how to analyze the task demands of a question before answering it. The study also investigates the effect of QARs on the retelling abilities of subjects and the transferability of the strategy from science to social studies. Two third grade students of average reading ability participated individually in the study. Procedures included two days of pre tests, five days of

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Holmberg, Janice 1959. "THE EFFECTS OF QARS ON SEVENTH GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276530.

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Question Answer Relationships (QARS), is a metacognitive strategy which develops students abilty to answer comprehension questions. This study was designed to assess the effects of QARs on subjects' comprehension and on retellings, and to investigate subjects' ability to transfer QARs to another content area. The four seventh grade subjects in the study were of average ability according to previous test scores. The questions were developed from passages taken from typical seventh grade textbooks. The procedures consisted of two pretests, followed by five days of training in QARs. A post test w

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Higgins, Lynnda G. "An evaluation of the relationship between Criterion-Referenced Competency Test reading comprehension and Lexile scores and Fountas and Pinnell's guided reading levels in a Georgia Public School District." Lynchburg, Va. : Liberty University School of Education, 2009. http://digitalcommons.liberty.edu.

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Ehara, Kazuhiro. "The effects of types of question on EFL learners' reading comprehension scores." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/9330.

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CITE/Language Arts<br>Ed.D.<br>Little empirical research has been conducted on what effect task-based reading instruction with reading questions will have on reading comprehension, particularly in the domain of second language reading comprehension. The purpose of this research is to investigate which type of questions, textually explicit (TE) or inferential (IF) questions, will best facilitate text comprehension, and which type will have the most beneficial effect on Japanese EFL learners at three proficiency levels (low, intermediate, and high). In the study, two groups of Japanese senior hi

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Baier, Kylie. "The Effects of SQ3R on Fifth Grade Students' Comprehension Levels." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300677596.

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Israel, Susan Elaine. "Understanding strategy utilization during reading comprehension : relations between text type and reading levels using verbal protocols." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1238465.

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The purpose of this study was to understand the differences of conscious constructive responses and shifting strategies with the goal of understanding reading comprehension while reading nonfiction, fiction, and poetry texts. This naturalistic diagnostic study uses a think-aloud methodology. The study examines verbal, retrospective, and recall reports from fifteen seventh-graders of varying reading abilities; good, average, and weaker from one private school in the Midwest. After collecting a total of ninety verbal reports in three sessions, verbal reports were scored according to level of con

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Książki na temat "Levels of Reading Comprehension Questions"

Hall, Katherine L. Reading stories for comprehension success: Primary level : 45 high-interest lessons with reproducible selections and questions that make kids think. Jossey-Bass, 2002.

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(Organization), LearningExpress, ed. 501 reading comprehension questions. 3rd ed. LearningExpress, 2006.

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(Organization), LearningExpress, ed. 501 reading comprehension questions. LearningExpress, 1999.

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(Organization), LearningExpress, ed. 501 reading comprehension questions. 4th ed. Learning Express, 2010.

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(Organization), LearningExpress, ed. 501 reading comprehension questions. 2nd ed. LearningExpress, 2001.

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Cornett, Claudia E. Comprehension first: Inquiry into big ideas using important questions. Holcomb Hathaway, 2010.

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LoGiudice, Mike. U.S. history: A reading comprehension book. LinguiSystems, 2003.

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Powers, Donald E. Passage dependence of the new SAT reading comprehension questions. College Entrance Examination Board, 1993.

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(Organization), LearningExpress, ed. 411 SAT critical reading questions. LearningExpress, 2006.

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Abbi, Bal. Preparing for the Canadian Dental Aptitude Test (DAT): Reading comprehension. IQ Publications, 2000.

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Części książek na temat "Levels of Reading Comprehension Questions"

Beck, Joseph E., Jack Mostow, and Juliet Bey. "Can Automated Questions Scaffold Children’s Reading Comprehension?" In Intelligent Tutoring Systems. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30139-4_45.

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Anamika, Vibhakar Pathak, Vishal Shrivastava, and Akil Panday. "Questions Generation for Reading Comprehension Using Coherence Relations." In Algorithms for Intelligent Systems. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-6707-0_6.

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Ding, Longxiang, Zhoujun Li, Boyang Wang, and Yueying He. "Capsule Networks for Chinese Opinion Questions Machine Reading Comprehension." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32381-3_42.

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Qiu, Delai, Liang Bao, Zhixing Tian, et al. "Reconstructed Option Rereading Network for Opinion Questions Reading Comprehension." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32381-3_8.

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Lin, Dengwen, Jintao Tang, Kunyuan Pang, Shasha Li, and Ting Wang. "Selecting Paragraphs to Answer Questions for Multi-passage Machine Reading Comprehension." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31624-2_10.

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Li, Jing, Shangping Zhong, Kaizhi Chen, and Taibiao Li. "SkeIn: Sketchy-Intensive Reading Comprehension Model for Multi-choice Biomedical Questions." In Bioinformatics Research and Applications. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91415-8_47.

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Pfeiffer, Alain, Anna Kuraeva, Muriel Foulonneau, Younès Djaghloul, Eric Tobias, and Eric Ras. "Automatically Generated Metrics for Multilingual Inline Choice Questions on Reading Comprehension." In Computer Assisted Assessment. Research into E-Assessment. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-27704-2_9.

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Tan, Hongye, Pengpeng Qiang, and Ru Li. "Learning to Answer Word-Meaning-Explanation Questions for Chinese Gaokao Reading Comprehension." In Natural Language Processing and Chinese Computing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60450-9_5.

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Freeman, Diana. "Reading Comprehension Questions: The Distribution of Different Types in Global EFL Textbooks." In English Language Teaching Textbooks. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137276285_3.

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Contreras-Arguello, Miriam Lizbeth, Mario Andrés Paredes-Valverde, Aurelio Miguel Trinidad Vásquez, and María del Pilar Salas-Zárate. "Automatic Generation of Summaries and Questions to Support the Reading Comprehension Process." In Communications in Computer and Information Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-75702-0_7.

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Streszczenia konferencji na temat "Levels of Reading Comprehension Questions"

Gao, Yifan, Lidong Bing, Wang Chen, Michael Lyu, and Irwin King. "Difficulty Controllable Generation of Reading Comprehension Questions." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/690.

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We investigate the difficulty levels of questions in reading comprehension datasets such as SQuAD, and propose a new question generation setting, named Difficulty-controllable Question Generation (DQG). Taking as input a sentence in the reading comprehension paragraph and some of its text fragments (i.e., answers) that we want to ask questions about, a DQG method needs to generate questions each of which has a given text fragment as its answer, and meanwhile the generation is under the control of specified difficulty labels---the output questions should satisfy the specified difficulty as much

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Zainil, Y., and M. Lena. "Levels of reading comprehension questions in EFL classroom: higher order thinking skills (HOTS)." In Proceedings of the Third Workshop on Multidisciplinary and Its Applications, WMA-3 2019, 11-14 December 2019, Medan, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.11-12-2019.2290895.

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Li, Ronghan, Lifang Wang, Shengli Wang, and Zejun Jiang. "Asynchronous Multi-grained Graph Network For Interpretable Multi-hop Reading Comprehension." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/531.

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Multi-hop machine reading comprehension (MRC) task aims to enable models to answer the compound question according to the bridging information. Existing methods that use graph neural networks to represent multiple granularities such as entities and sentences in documents update all nodes synchronously, ignoring the fact that multi-hop reasoning has a certain logical order across granular levels. In this paper, we introduce an Asynchronous Multi-grained Graph Network (AMGN) for multi-hop MRC. First, we construct a multigrained graph containing entity and sentence nodes. Particularly, we use ind

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Maldonado-garcés, Verónica, Elking Araujo, Mayra Carrión Toro, et al. "Design of a serious game for the improvement of reading comprehension through the IPLUS methodology." In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002873.

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Reading understanding is an indispensable ability for the educational training of every citizen. Designates a higher level than the mere fact of reading (decoding lingülistic signs). While reading already implies a great cognitive advance for anyone, reading comprehension requires more skills. Understanding a text always requires three previous areas. Two of them refer to basic functions: memory and attention. The other to training: is the knowledge of the world.However, even if there are these three elements, if there is not sufficient motivation and training approach to various types of text

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Qi, Xiaoyu, Bo Cheng, Kang Yang, Lili Zhong, and Yan Tang. "A Customer Service Text Label Recognition Method based on Sentence-Level Pre-Training Technology." In 11th International Conference on Signal Image Processing and Multimedia. Academy and Industry Research Collaboration Center (AIRCC), 2023. http://dx.doi.org/10.5121/csit.2023.130915.

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Customer service text data is known as the dialogue text data between users and customer service provider, and it contains a large amount of user information. The effective use of customer service text content can bring great business plan optimization to the service provider. Based on the traditional machine reading comprehension model, this paper builds a customer service text user's attribute label recognition model, and proposes a model pre-training method based on sentence-level pre-training technology: aiming at the background of poor performance of the model in answering comprehensive f

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Sampat, Shailaja. "Technical, Hard and Explainable Question Answering (THE-QA)." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/916.

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The ability of an agent to rationally answer questions about a given task is the key measure of its intelligence. While we have obtained phenomenal performance over various language and vision tasks separately, 'Technical, Hard and Explainable Question Answering' (THE-QA) is a new challenging corpus which addresses them jointly. THE-QA is a question answering task involving diagram understanding and reading comprehension. We plan to establish benchmarks over this new corpus using deep learning models guided by knowledge representation methods. The proposed approach will envisage detailed seman

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Jadán-Guerrero, Janio, Alexandra Avila, Johann Jadán, and Isabel L. Nunes. "Using Intelligent Personal Assistants for Teaching English." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002172.

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The lack of practice to develop language skills is the main problem in learning foreign languages. The aim of the research is to establish methodological strategies with virtual assistants, for elementary school students through innovative and interactive classes, to develop the macro skills of the English language. The methodological design of this study is based on a mixed qualitative-quantitative approach, with the participation of an expert on "Virtual assistants in the English language", five teachers from the English area and 57 elementary school students from a private school in Ecuador

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Langston, Sara. "Space education: challenges and strategies in teaching space policy to technical university students." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.058.

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Law and policy provide the foundation for space actors engaging in space activities. Likewise, various levels of policy and regulation apply internationally, domestically, and even institutionally to both governmental and nongovernmental entities. Consequently, teaching the policy frameworks for space regulations and best practices is essential for a comprehensive university curriculum in space education. Challenges arise, however, when instructing technical and non-policy university students in humanities-centered topics. Reading comprehension, writing ability, critical thinking, and communic

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Sugawara, Saku, Kentaro Inui, Satoshi Sekine, and Akiko Aizawa. "What Makes Reading Comprehension Questions Easier?" In Proceedings of the 2018 Conference on Empirical Methods in Natural Language Processing. Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/d18-1453.

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Sugawara, Saku, Nikita Nangia, Alex Warstadt, and Samuel Bowman. "What Makes Reading Comprehension Questions Difficult?" In Proceedings of the 60th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.acl-long.479.

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Raporty organizacyjne na temat "Levels of Reading Comprehension Questions"

Kongsbak, Ute. Reading comprehension of literal, translational, and high inference level questions in aphasic and right hemisphere damaged adults. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5977.

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Silver, Rita, Jessie Lay Hoon Png, Galyna Kogut, Thi Canh Dien Huynh, and Raslinda Ahmad Rasidir. Comprehending reading comprehension: An intervention in P4 reading. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22651.

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The purpose of this project was to follow-up on a prior project1 which investigated the use of Questioning-the-Author (QtA) (e.g. Beck & McKeown, 2002; Beck, McKeown, Sandora, Kucan, & Worthy, 1996) with negotiation for meaning (NfM) (e.g. Pica, 1994) in Singapore Primary 4 (P4) reading lessons (OER 29/08 RS). A 2-year collaborative project was undertaken to assist teachers in understanding and using QtA and negotiated discussions. The intervention also intended to lead to sustainable, school-based teacher development through introducing different ‘generations’ of teachers to join the

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Redolfi, Michela, and Matteo Socciarelli. Reading on paper, reading on screens. How ways of reading change and influence habits, language, and learning. Future Education Institute, 2024. https://doi.org/10.63523/r5h5q4.

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**Abstract** The advent of digital technologies has profoundly transformed reading practices and related skills, raising questions about the preference between reading on paper and on screens. While reading on paper promotes a linear and sequential approach, screen reading encourages practices such as skimming and scanning, requiring the development of new cognitive abilities. In an educational context where attention and comprehension are constantly challenged by digital devices, it becomes essential to move beyond the dichotomy between paper and digital, adopting a more integrated and consci

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Ali, S. M. Zulfiqar, and Siban Shahana. The Quality Crisis: New Evidence on Learning In Primary Education in Bangladesh. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/bemw2865.

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Aimed at understanding the current competencies of students to inform sector strategies for recovery and future resilience, the study evaluated over 62,000 students across 1,661 government primary schools (GPSs), revealing profound insights into the pandemic's impact on primary education. The methodology, inspired by ASERs and NSAs, involved a multi-faceted analysis, including individual question performance, content domain-based analysis, and composite score assessment, to provide a nuanced understanding of third and fourth-grader student abilities across various cognitive levels, from basic

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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA m

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Manai, Jojo, and Jeremy Roschelle. Connecting SEERNet and Improvement Science to Pursue Better Outcomes in Schools. SEERNet, Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/234.

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In every school, dedicated teachers strive to support their students' unique learning journeys. Imagine a classroom where potential challenges are quickly identified and met with precise interventions. Imagine a school or school district where the many potential ways to solve problems can be quickly tested, and the best solutions rapidly scaled up across the district. We explore how this vision can become a reality through the integration of Improvement Science with SEERNet's data and research capabilities. Improvement Science offers a structured approach to identifying and solving problems. S

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