Gotowe bibliografie tematyczne / Reading (Secondary)

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Reading (Secondary)”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 30 lipca 2024

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Artykuły w czasopismach na temat "Reading (Secondary)"

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Dieker, Lisa A., and Mary Little. "Secondary Reading." Intervention in School and Clinic 40, no. 5 (May 2005): 276–83. http://dx.doi.org/10.1177/10534512050400050401.

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Hwang, Inseul, and Joohyun Bae. "Foreign language reading anxiety and reading comprehension of Korean secondary EFL students." Secondary English Education 15, no. 4 (November 30, 2022): 35–58. http://dx.doi.org/10.20487/kasee.15.4.202211.35.

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Moore, David W., and David W. Moore. "Metaphors for Secondary Reading." NASSP Bulletin 82, no. 600 (October 1998): 10–15. http://dx.doi.org/10.1177/019263659808260004.

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Ogle, Frances R. "Everyone Teaches Secondary Reading." Clearing House: A Journal of Educational Strategies, Issues and Ideas 64, no. 6 (August 1991): 415–18. http://dx.doi.org/10.1080/00098655.1991.9955908.

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Chair, Dave Wendelin. "From the Secondary Section: NCTE Secondary Section Activities." English Journal 91, no. 2 (November 1, 2001): 23–24. http://dx.doi.org/10.58680/ej2001850.

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The Secondary Section Steering Committee remains focused on one of its major goals - secondary reading - and thus continues to sponsor reading workshops that invite secondary teachers to learn about and share experiences with the challenge of incorporating reading instruction into the secondary curriculum.
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Türkyılmaz, Mustafa. "A research on fluent reading skills of secondary school students." Pegem Eğitim ve Öğretim Dergisi 8, no. 1 (November 21, 2017): 91–118. http://dx.doi.org/10.14527/pegegog.2018.005.

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The study aims to determine the relationship of reading fluency skills of secondary school students and level of using social media sites, reading attitudes and reading self-competence perceptions, and whether fluent reading skills of students vary depending on text genres. In this context, texts of different genres were read to 112 secondary school students. Oral readings of each text by students were recorded. These records were resolved by the researcher. Incorrectly read and skipped words were identified, and it was determined how many words were read without error in three minutes. In add
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Bruinsma, Robert, and W. John Harker. "Classroom Strategies for Secondary Reading." Canadian Journal of Education / Revue canadienne de l'éducation 12, no. 1 (1987): 238. http://dx.doi.org/10.2307/1495010.

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Kamps, Debra M., and Charles R. Greenwood. "Formulating Secondary-Level Reading Interventions." Journal of Learning Disabilities 38, no. 6 (November 2005): 500–509. http://dx.doi.org/10.1177/00222194050380060501.

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Harerimana, Emmanuel, Anthony Kamanzi, Cyprien Tabaro, and Evode Nshimiyimana. "The Contribution of English Reading Materials to Improving Students' English Performance in Lower Secondary Schools in the Shyira Sector of Nyabihu District, Rwanda." African Journal of Empirical Research 5, no. 2 (May 23, 2024): 507–16. http://dx.doi.org/10.51867/ajernet.5.2.43.

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This research aimed to examine the relationship between the use of English reading materials and the improvement of students' English language performance in Lower Secondary Schools in the Shyira sector. Based on the Simple View of Reading (SVR) and the Cognitive Load Theory (CLT), the descriptive research design with a mixed approach was employed. Two selected schools were studied: one with a well-equipped library containing English reading materials and the other with a poorly equipped library lacking English reading materials. The study population consisted of 106 individuals, including 92
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Mohammed Shure and Tseganesh Anbesie Sapho. "Exploring the practices of Extensive Reading in South Omo Secondary Schools. Selected Secondary Schools in focus." Arba Minch University Journal of Culture and Language Studies 1, no. 2 (December 30, 2022): 45–60. http://dx.doi.org/10.59122/1347371.

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The main objective of this research is to explore the practice of extensive reading in six secondary schools in the South Omo zone. To achieve the objective of the research, a mixed research design was used. In line with this, questionnaires, interviews and observation were the main data collection tools through which English language teachers, librarians and students participated. Likewise, the analysis of the collected data was made through simple descriptive statistics (i.e., mean, Standard deviation and frequency). The finding of the study shows that students mainly were dependent on the s
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Rozprawy doktorskie na temat "Reading (Secondary)"

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Naughton, Rosemary. "Multiple readings in multiple choice reading tests: A study of year 11 students' reading practices of a multiple choice reading test." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/965.

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This study examines students’ responses to the questions in a multiple choice reading test. An analysis of the processes students used to negotiate meaning revealed the roles played by cognitive strategies and cultural framing in shaping students' responses to multiple choice questions. A descriptive/analytical study methodology was conducted with a group of forty eight Year II students in the final term of the school year. These students represented four mixed sex ability groupings and a range of socio-economic backgrounds. Think-Out-Loud protocols were used in an interview situation. Student
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黃珮詩 and Pui-sze Catherine Wong. "Hong Kong secondary three students' reading comprehensionprocess." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963274.

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Lau, M. H. "An investigation and comparison of the use of learner strategies : a case study of two secondary six students with different exposure to extensive reading in English /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22142265.

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Frost, Linda Lucille. "A Multiple-Case Study of Secondary Reading Specialists." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1783.pdf.

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Siegel, Donna Farrell. "Identification and validation of process factors related to the reading achievement of high school seniors a follow-up study /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8802968.

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Shively, Rebekah R. "Perceptions of Secondary Intensive Reading Teachers RegardingThe Implementation of Florida's Reading Policy." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/376.

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This research was designed to explore the perceptions of secondary reading teachers regarding their experiences while they implemented Florida’s secondary intensive reading policy. The purpose of this research was to obtain feedback on the policy implementation process for continuous improvement in future policy implementation. This research was qualitatively designed and conducted with three focus groups consisting of secondary intensive reading teachers from three Florida counties respectively, Duval, Nassau, and St. Johns. The bounding theoretical and conceptual frames of this study were fo
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Morisoli, Kelly. "Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/145364.

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This researcher investigated the effects of repeated reading, performance feedback, and systematic error correction on the reading fluency of three secondary English language learners (ELLs) with a specific learning disability (SLD) in reading. A multiple baseline reversal design across subjects was used to explore the effects of repeated reading on two dependent variables: reading fluency (words read correctly per minute; wpm) and number of errors per minute (epm). Data were collected and analyzed during baseline, intervention, and maintenance probes.Throughout the baseline phase participants
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Williamson, Amy M. Conaway Betty J. "An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5152.

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Wong, Lai-see. "A study of extensive reading in secondary 1 English classes." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13570444.

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Barr, Amy. "A descriptive study of reading strategies for secondary education in Minnesota public schools." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006barra.pdf.

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Książki na temat "Reading (Secondary)"

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Otero, George G. Secondary reading: A global approach for secondary students. Denver, Col: Center for Teaching International Relations, University of Denver (Colorado Seminary), 1994.

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John, Harker W., ed. Classroom strategies for secondary reading. 2nd ed. Newark, Del: International Reading Association, 1985.

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John, Harker W., ed. Classroom strategies for secondary reading. 2nd ed. Newark, Del: International Reading Association, 1985.

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Tonjes, Marian J. Secondary reading, writing, and learning. Boston: Allyn and Bacon, 1991.

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Gail, Ellis, and McRae John 1949-, eds. Extensive reading handbook for secondary teachers. London: Penguin Books, 1991.

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Widener, Sandra, and Kate Kinsella. Mathematics: Reading strategies. Upper Saddle River, N.J: Globe Fearon, 2001.

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Roe, Betty D. Secondary school reading instruction: The content areas. 5th ed. Boston: Houghton Mifflin, 1995.

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W, Moore David. Edge: Reading, writing & language : fundamentals. Carmel, California: National Geographic, 2009.

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Chaparro, Jacqueline L. Reading literature. Evanston, Ill: McDougal, Littell, 1988.

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National Assessment of Educational Progress (Project), Educational Testing Service, and United States. Office of Educational Research and Improvement., eds. Reading objectives: 1990 assessment. Princeton, N.J: National Assessment of Educational Progress, 1989.

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Części książek na temat "Reading (Secondary)"

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Donovan, Sarah J. "Reading Testimony." In Genocide Literature in Middle and Secondary Classrooms, 37–48. New York : Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315621470-4.

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Pak, Mira. "Rewarding Reading Practices." In What Really Works in Secondary Education, 20–32. 2455 Teller Road, Thousand Oaks California 91320: Corwin | A SAGE Company, 2015. http://dx.doi.org/10.4135/9781071800782.n3.

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Donovan, Sarah J. "The Reading Workshop." In Genocide Literature in Middle and Secondary Classrooms, 125–40. New York : Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315621470-11.

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Kaplan, Rebecca G., and Antero Garcia. "Afrofuturist Reading." In Engaging with Multicultural YA Literature in the Secondary Classroom, 180–90. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429053191-19.

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Sutherland, Julia, and Jo Westbrook. "Reading comprehension." In A Practical Guide to Teaching English in the Secondary School, 42–51. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003093060-6.

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Russell, William B., Stewart Waters, and Thomas N. Turner. "Reading and Writing in Social Studies." In Essentials of Middle and Secondary Social Studies, 87–116. Second edition. | New York, New York : Routledge, 2018. | “First edition published by Routledge 2013”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9780429461514-5.

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Donovan, Sarah J. "Whole-Class Reading, Research, and Activism." In Genocide Literature in Middle and Secondary Classrooms, 102–24. New York : Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315621470-10.

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Russell, William B., and Stewart Waters. "Reading and Writing in Social Studies." In Essentials of Middle and Secondary Social Studies, 82–108. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003217060-5.

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Watson, Annabel, and Rhian Mulligan. "Reading and writing poetry." In A Practical Guide to Teaching English in the Secondary School, 70–78. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003093060-9.

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Schey, Ryan. "Queer Reading Practices and Ideologies." In Engaging with Multicultural YA Literature in the Secondary Classroom, 93–102. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429053191-10.

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Streszczenia konferencji na temat "Reading (Secondary)"

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Pallauta, Jocelyn, María Gea, Pedro Arteaga, and Silvia Valenzuela-Ruiz. "Secondary School Students’ Interpretation of the Frequency Table." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2c2.

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This research analyses Spanish secondary school students' reading capacity of elements in a frequency table. The study is based on the two reading levels of reading the data and reading between the data proposed by Curcio (1989) and applied to data displayed in a statistical table. The results of the evaluation study carried out with 149 students in secondary school first grade and 128 in third grade (12–14-year-olds) show that the majority of the sample performs a correct reading, especially in the first reading level. We also use the notion of semiotic conflict proposed by Godino et al. (200
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Yulianto, Agus, and Maman Suryaman. "The Implementation of Reading-Writing Literacy In Secondary School." In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccie-18.2019.9.

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Horváthová, Ivana. "METHODOLOGY OF “READING” WORDLESS PICTURE BOOKS AT LOWER SECONDARY SCHOOL." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1466.

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Budde, Lea, Birte Heinemann, and Carsten Schulte. "A theory based tool set for analysing reading processes in the context of learning programming." In WiPSCE '17: 12th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3137065.3137077.

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Thi, Ngoc Tran, Trang Ngo Thi Thu, Diep Hoang, Quy Ngo Thi Thanh, Anh Tran Thi Ngoc, and Thuy Ngo Thu. "Teaching multimodal text reading comprehension for secondary school students in Vietnam." In APPLIED PHYSICS OF CONDENSED MATTER (APCOM 2022). AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0112016.

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Ouellet, Chantal, Amal Boultif, and Laurie Bergeron. "ASSESSMENT OF ONLINE READING COMPREHENSION OF SECONDARY VOCATIONAL STUDENTS: FINDINGS FROM THE ORCA (ONLINE READING COMPREHENSION ASSESSMENT) INSTRUMENT." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0199.

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Long, Shuai, Yaping Lin, Xin Yao, and Wei Zhang. "A Secondary Index for Improving Reading Performance in the Inline Deduplication System." In 2016 International Conference on Network and Information Systems for Computers (ICNISC). IEEE, 2016. http://dx.doi.org/10.1109/icnisc.2016.066.

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Vicherková, Dana, Martin Kolář, Veronika Murinová, and Nela Nováková. "TEACHING METHODS DEVELOPING CRITICAL THINKING AND READING IN SECONDARY TECHNICAL SCHOOL PUPILS." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.0152.

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Kázmér, Klára. "A READING COMPREHENSION SURVEY AMONG HUNGARIAN SECONDARY GRAMMAR SCHOOL STUDENTS IN SLOVAKIA." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0680.

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Zhou, Huixuan. "Motivation, Self-Regulated Learning Reading-for-Writing Strategy Use, and Reading and Writing Achievement in Secondary School Students' EFL Writing." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2012226.

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Raporty organizacyjne na temat "Reading (Secondary)"

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Schipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Counci
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Fearns, Joshua, and Lydia Harriss. Data science skills in the UK workforce. Parliamentary Office of Science and Technology, June 2023. http://dx.doi.org/10.58248/pn697.

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This POSTnote looks at specialist data skills in the UK, including for artificial intelligence. It considers demand and supply, workforce demographics, challenges, and initiatives to increase supply. Key points: • Collecting and analysing data offers potential economic and social benefits. Analysis by the McKinsey Global Institute estimated that, by 2030, UK GDP could increase by up to 22% as a result of AI. • Potential societal benefits could range from climate change mitigation, to improving early detection and diagnosis of cancers by using AI to identify patterns from imaging (MRI) scans th
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International Standard Setting Exercise. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-688-8.

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The International Standard Setting Exercise (ISSE) was undertaken to harmonise quantitative data across assessment programs, and to provide substantive information about children’s learning levels and progress benchmarked against international standards. The goal of the ISSE was to place thresholds on empirical reading and mathematics Learning Progression Scales for the Minimum Proficiency Level at the end of lower primary education; the Minimum Proficiency Level at the end of primary education; and the Minimum Proficiency Level at the end of lower secondary education.
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