Výsledky vyhľadávania - "СТРАТЕГИИ ЧТЕНИЯ"

Zdroj: Development of education; Vol. 6; № 2; 50-56 ; Развитие образования; Т. 6; № 2; 50-56 ; ISSN: 2619-1466 ; 2619-1466 ; ISSN(electronic Version): 2618-8910 ; 2618-8910

Predmety: стратегии чтения, глобальная стратегия чтения, проблемная стратегия чтения, поддерживающая стратегия чтения, продуктивность чтения, global, problem-solving and support reading strategies, correlational study and reading achievement, вулав стратегийĕ, пĕтĕмĕшле вулав стратегийĕ, проблемӑллӑ вулав стратегийĕ, пулăшуллă вулав стратегийĕ, вулав продуктивлӑхĕ

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Relation: info:eu-repo/semantics/altIdentifier/pissn/2619-1466; info:eu-repo/semantics/altIdentifier/eissn/2618-8910; International academic journal Development of education Volume 6 Issue 2; https://phsreda.com/e-articles/10496/Action-10496_64a7c26cd265f.pdf; Alexander, P. A., & Jetton, T. L. Learning from text: A multidimensional developmental perspective. In Kamil, M. L., & Mosenthal, P. B., & Pearson, P. D., & Barr R. (Eds.) Lawrence Erlbaum Associates Publishers. 2000.; Belilew, M. The relationship between reading strategy use and reading comprehension among Ethiopian EFL learners. International Journal on Studies in English Language and Literature (IJSELL). 2015. №3(9). P 34–41.; Bernhardt, E. B. Understanding Advanced Second-Language Reading. Routledge. 2011. https://doi.org/10.4324/9780203852408; Evans, J. D. Straightforward statistics for the behavioral sciences. Thomson Brooks/Cole Publishing Company. 1996.; Fraenkel, J. R., & Wallen, N. E., & Hyun, H. H. (Eds.). How to design and evaluate research in education (8th ed.). McGraw Hill Companies, Inc. 2012.; Grabe, W. Reading in a Second Language: Moving from Theory to Practice. Cambridge University Press. 2009.; Huang, J., & Nisbet, D. The relationship between reading proficiency and reading strategy use: A study of adult ESL learners. Journal of Adult Education. 2014. №43(2). P 1–11.; Kim, H. The relationships between Korean university students’ reading attitude, reading strategy use, and reading proficiency. Reading Psychology. 2016. №37(8). P 1–34. https://doi.org/10.1080/02702711.2016.1193581.; Madhumathi, P., & Ghosh, A. Awareness of reading strategy use of Indian ESL students and the relationship with reading comprehension achievement. English Language Teaching. 2012. №5(12). P 131–140. https://doi.org/10.5539/elt.v5n12p131; Mokhtari, K., & Reichard, C. Assessing Students’ Metacognitive Awareness of Reading Strategies. Journal of Educational Psychology. 2002. № 94(2). P 249–259.; Mokhtari, K., & Sheorey, R. Measuring ESL Students’ Aware-ness of Reading Strategies. Journal of Developmental Education. 2002. №25(3). P 2–10.; Mokhtari, K., & Sheorey, R. (Eds.) Reading Strategies of First and Second-Language Learners: See how they read. Christopher-Gordon Pub-lishers, Inc. 2008. https://doi.org/10.1016/j.system.2009.02.009; Muijselaar, M. M. L., Swart, N. M., Steenbeek-Planting, E. G., Droop, M., Verhoeven, L., & de Jong, P. F. Developmental relations between reading comprehension and reading strategies. Scientific Studies of Reading. 2017. №21(3). P 194–209. https://doi.org/10.1080/10888438.2017.1278763.; Par, L. The Relationship between Reading Strategies and Read-ing Achievement of the EFL Students. International Journal of Instruction. 2020. №13(2). P 223–238. https://doi.org/10.29333/iji.2020.13216a; Phakiti, A. A closer look at the relationship of problem-solving and global strategy use to EFL reading achievement test performance. Language Testing. 2003. №20(1). P 26–56.; Shang, H. EFL medical students’ metacognitive strategy use for hypertext reading comprehension. Journal of Computing in Higher Education. 2018. №30(2). P 259–278. https://doi.org/10.1007/s12528–017–9156-y.; Sheorey, R., & Mokhtari, K. Differences in the metacognitive awareness of reading strategies among native and non-native readers. System. 2001. №29(4). P 431–449.; Trudell, B. Reading in the classroom and society: An examination of «reading culture» in African contexts. International Review of Education. 2019. №65. P 427–442.; Zhang, L. J. Awareness in reading: EFL students' metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness. 2001. №10(4). P 268–288.; Zhang, L., & Seepho, S. Metacognitive strategy use and academic reading achievement: Insights from a Chinese context. Electronic Journal of Foreign Language Teaching. 2013. №10(1). P 54–69.; Alexander, P. A., & Jetton, T. L. (2000). Learning from text: A multidimensional developmental perspective. In Kamil, M. L., & Mosenthal, P. B., & Pearson, P. D., & Barr R. (Eds.), Handbook of Reading Research (Vol. 3, 285–310). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.; Belilew, M. (2015). The relationship between reading strategy use and reading comprehension among Ethiopian EFL learners. International Journal on Studies in English Language and Literature (IJSELL), 3(9), 34–41.; Bernhardt, E. B. (2011). Understanding Advanced Second-Language Reading. New York: Routledge. 215 p. https://doi.org/10.4324/9780203852408; Evans, J. D. (1996). Straightforward statistics for the behavioral sciences. Thomson Brooks/Cole Publishing Company.; Fraenkel, J. R., & Wallen, N. E., & Hyun, H. H. (Eds.). (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw Hill Companies, Inc.; Grabe, W. (2009). Reading in a Second Language: Moving from Theory to Practice. Cambridge: Cambridge University Press.; Huang, J., & Nisbet, D. (2014). The relationship between reading proficiency and reading strategy use: A study of adult ESL learners. Journal of Adult Education, 43(2), 1–11.; Kim, H. (2016). The relationships between Korean university students’ reading attitude, reading strategy use, and reading proficiency. Reading Psychology, 37(8), 1–34. https://doi.org/10.1080/02702711.2016.1193581.; Madhumathi, P., & Ghosh, A. (2012). Awareness of reading strategy use of Indian ESL students and the relationship with reading comprehension achievement. English Language Teaching, 5(12), 131–140. https://doi.org/10.5539/elt.v5n12p131; Mokhtari, K., & Reichard, C. (2002). Assessing Students’ Metacognitive Awareness of Reading Strategies. Journal of Educational Psychology, 94(2), 249–259.; Mokhtari, K., & Sheorey, R. (2002). Measuring ESL Students’ Awareness of Reading Strategies. Journal of Developmental Education, 25(3), 2–10.; Reading Strategies of First and Second-Language Learners: See how they read, Mokhtari, K., & Sheorey, R. (Eds.), Christopher-Gordon Publishers, Inc., Norwood, Mass (2008). https://doi.org/10.1016/j.system.2009.02.009; Muijselaar, M. M. L., Swart, N. M., Steenbeek-Planting, E. G., Droop, M., Verhoeven, L., & de Jong, P. F. (2017). Developmental relations between reading comprehension and reading strategies. Scientific Studies of Reading, 21(3), 194–209. https://doi.org/10.1080/10888438.2017.1278763.; Par, L. (2020). The Relationship between Reading Strategies and Reading Achievement of the EFL Students. International Journal of Instruction, 13(2), 223–238. https://doi.org/10.29333/iji.2020.13216a; Phakiti, A. (2003). A closer look at the relationship of problem-solving and global strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26–56.; Shang, H. (2018). EFL medical students’ metacognitive strategy use for hypertext reading comprehension. Journal of Computing in Higher Education, 30(2), 259–278. https://doi.org/10.1007/s12528–017–9156-y.; Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431–449.; Trudell, B. (2019). Reading in the classroom and society: An examination of «reading culture» in African contexts. International Review of Education, 65, 427–442.; Zhang, L. J. (2001). Awareness in reading: EFL students' metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268–288.; Zhang, L., & Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: Insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10(1), 54–69.; https://journaledu.com/article/105300/discussion_platform

Dostupnosť: https://phsreda.com/files/Books/10496/Cover-10496.jpg?req=105300
https://journaledu.com/article/105300/discussion_platform
https://doi.org/10.31483/r-105300

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15

Формирование читательской грамотности младших школьников ; Formirovanie chitatel'skoi gramotnosti mladshikh shkol'nikov

Autori: Токмакова Евгения Михайловна МБОУ «СОШ №47 г. Владивостока» Evgeniia M. Tokmakova a ďalší

Zdroj: The Topical Issues of the Humanities and Social Sciences: from Theory to Practice; 205-208 ; Актуальные вопросы гуманитарных и социальных наук: от теории к практике; 205-208

Predmety: младшие школьники, читательская грамотность, обучение чтению, стратегии чтения, развитие фонематического слуха, распознавание букв, распознавание слов, понимание прочитанного

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Relation: info:eu-repo/semantics/altIdentifier/isbn/978-5-907688-82-7; https://phsreda.com/e-articles/10556/Action10556-108903.pdf; Анащенкова С.В. Оценка достижений планируемых результатов в начальной школе. Система заданий / С.В. Анащенкова, М.Д. Бойкина, Л.А.Виноградская. – В 3 ч. Ч. 3. ФГОС. – М.: Просвещение, 2022.; Большая Российская энциклопедия / председатель науч.-ред. совета Ю.С. Оспипов; отв. ред. С.Л. Кравец. – В 30 т. Т. 7. – М.: Большая Российская энциклопедия, 2017.; Диагностика учебной успешности в начальной школе / под ред. П.Г. Нежнова, И.Д. Фрумина, Б.И. Хасана, Б.Д. Эльконина. – М.: Открытый институт «Развивающее образование», 2019.; Дусавицкий А.К. Урок в начальной школе: Реализация системно-деятельностного подхода к обучению: кн. для учителя / А.К. Дусавицкий [и др.]. – 4-е изд. – М.: Вита-пресс, 2022.; Круглова Т.А. Литературное чтение: итоговая аттестация за курс начальной школы / Т.А. Круглова. – М.: Экзамен, 2017.; Лавлинский С.П. Технология литературного образования: коммуникативно-деятельностный подход / С.П. Лавлинский. – М.: Процесс-Традиция, 2017.; Матвеева Е.И. Деятельностный подход к обучению в начальной школе: урок литературного чтения (из опыта работы) / Е.И. Матвеева, И.Е. Патрикеева. – 3-е изд. – М.: Вита-пресс, 2016.; Рекомендации по повышению уровня читательской компетенции в рамках Национальной программы поддержки и развития чтения. – М.: МЦБС, 2018.; https://phsreda.com/article/108903/discussion_platform

Dostupnosť: https://phsreda.com/article/108903/discussion_platform
https://phsreda.com/files/Books/10556/Cover-10556.jpg?req=108903
https://doi.org/10.31483/r-108903

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16

Impact of reading strategies on development reading comprehension achievements

Autori: Salhi, Issam Kuprina, T. V. Куприна, Т. В.

Prispievatelia: Salhi, Issam Kuprina, T. V. Куприна, Т. В.

Predmety: READING, РЕЗУЛЬТАТЫ ПОНИМАНИЯ, READING COMPREHENSION, ЧТЕНИЕ, ПОНИМАНИЕ ПРОЧИТАННОГО, COMPREHENSION ACHIEVEMENTS, READING STRATEGIES, СТРАТЕГИИ ЧТЕНИЯ

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Prístupová URL adresa: http://elar.urfu.ru/handle/10995/100457

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17

Strategies of Reading Digital Texts for Performing Educational Reading Tasks: Study Based on the Think-Aloud Protocols ; Стратегии работы с цифровым текстом для решения учебных читательских задач: Исследование методом вербальных протоколов

Autori: Лебедева, Мария

Zdroj: Voprosy obrazovaniya / Educational Studies Moscow; No 1 (2022); 244-270 ; Вопросы образования / Educational Studies Moscow; № 1 (2022); 244-270 ; 2412-4354 ; 1814-9545

Predmety: reading literacy, digital reading, metacognitive reading strategies, teaching digital reading, online monitoring, think-aloud method, читательская грамотность, цифровое чтение, метакогнитивные стратегии чтения, обучение цифровому чтению, онлайн-наблюдение, метод «мысли вслух»