ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating Reading Comprehension and Learning Styles in Relation to Reading Strategies in L2
Author: Gürses, Meral Özkan
Date: 2016-04-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Comprehension,Cognitive Style,Reading Strategies,Second Language Learning,Questionnaires,College Students,Foreign Countries,French,Measures (Individuals),Correlation,Cross Cultural Studies,Statistical Analysis,Reading Tests

This study aims to investigate the extent to which reading comprehension and learning styles are related to perceived use of reading strategies among students studying French at an Australian university and a Turkish university. Ninety-one participants completed a background questionnaire, the Survey of Reading Strategies, the Kolb Learning Style Inventory 3.1 as well as a reading comprehension test. The findings revealed a small negative correlation between perceived use of reading strategies and reading comprehension for all participants and, in particular, for the Australian subgroup; however, correlation coefficients were not statistically significant. Furthermore, the findings indicated that the participants with converging styles reported the highest usage of strategies in both subgroups and that converging learning styles influenced perceived use of reading strategies. In light of its findings, this research calls for larger-scale studies investigating the relationship among learning styles, reading comprehension, and reading strategies of language learners.
Automatization and Orthographic Development in Second Language Visual Word Recognition
Author: Kida, Shusaku
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,English (Second Language),Second Language Learning,Language Acquisition,Word Recognition,Orthographic Symbols,Visual Stimuli,Silent Reading,Reading Materials,Lexicology,Task Analysis,Priming,Cognitive Processes,Correlation,Pretests Posttests,Hypothesis Testing,Reaction Time,Statistical Analysis,Educational Experiments,Reading Processes,Language Tests

The present study investigated second language (L2) learners' acquisition of automatic word recognition and the development of L2 orthographic representation in the mental lexicon. Participants in the study were Japanese university students enrolled in a compulsory course involving a weekly 30-minute sustained silent reading (SSR) activity with graded readers for 12 weeks. They completed the masked form-priming lexical decision task (LDT) before and after the in-class SSR activity. Results showed that participants exhibited signs of increasing automaticity of L2 word recognition (analyzed with the coefficient of variation), but could not develop their L2 orthographic representation (analyzed with the pattern of priming effects in the masked form-priming LDT). These findings suggest that automatization does not necessarily entail the development of orthographic representation, that is, the acquisition of automatic word recognition and the development of orthographic representation do not occur simultaneously. Instead, their development is asymmetrical.
What Can Readers Read after Graded Readers?
Author: McQuillan, Jeff
Date: 2016-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Reading Materials,Vocabulary Development,Fiction,Books,Basal Reading,Difficulty Level

Nation (2014) concluded that most of the vocabulary one needs to read challenging texts in English can be acquired incidentally through voluminous reading. This study examines possible texts that second language (L2) readers can use to move from controlled-vocabulary materials such as graded readers, which go up through approximately the 4,000-word-family level, to more challenging texts such as newspapers, classic novels, and academic texts, at the 9,000-word-family level. An analysis of a set of popular fiction series books found that such books can provide a sufficient amount of input, with 98% vocabulary coverage, so as to serve as one possible &quot;bridge&quot; to more challenging texts.
Cohesion Features in ESL Reading: Comparing Beginning, Intermediate and Advanced Textbooks
Author: Plakans, Lia
Date: 2016-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Textbooks,Reading Instruction,Reading Skills,Language Skills,Statistical Analysis,Effect Size,Textbook Content,College Instruction,Reading Materials,Difficulty Level,Multivariate Analysis,Content Analysis,Readability Formulas,Readability

This study of English as a second language (ESL) reading textbooks investigates cohesion in reading passages from 27 textbooks. The guiding research questions were whether and how cohesion differs across textbooks written for beginning, intermediate, and advanced second language readers. Using a computational tool called Coh-Metrix, textual features were compared across the three levels using Multivariate Analysis of Variance (MANOVA). The results indicated that some features of cohesion yielded significant variation, but with small effect sizes. The majority of cohesion features considered were not different across the textbook levels. Larger effect sizes were found with factors like length, readability and lexical or syntactic complexity.
Computer Assisted Instructional Programs to Teach Mathematics to Students with Learning Disabilities: Analysis of the Instructional Design Features
Author: Riccomini, Paul J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Mathematics,Mathematics Instruction,Learning Disabilities,Instructional Design,Teaching Methods,Teacher Effectiveness,Evidence Based Practice,Mathematics Achievement,Mathematical Concepts,Mathematics Skills,Thinking Skills,Pretests Posttests,Elementary School Students,Secondary School Students,Elementary Secondary Education,Literature Reviews

This paper is an analysis of published research on computer-assisted instruction (CAI) for mathematics involving students with learning disabilities. A systematic search of the literature on computer-assisted instructional interventions for students with learning disabilities yielded 25 studies that met the criteria for inclusion in this analysis. The studies were analyzed on an identified set of evidence-based instructional components validated in the effective teaching research. Overall, the results suggest that most of the identified evidence-based instructional components are incorporated into CAI programs used to teach mathematics to students with learning disabilities. Additionally, the results indicate that CAI is a generally effective means for increasing the mathematical performance of students with learning disabilities. Although promising, the implications for practice based on this analysis are limited by the relatively small number of studies reviewed and the diverse array of mathematical concepts and skills targeted. Findings from this analysis highlight the need for continued development and research validation of CAI programs focusing on improving learning outcomes of students with learning disabilities.
Scaffolding in L2 Reading: How Repetition and an Auditory Model Help Readers
Author: Taguchi, Etsuo
Date: 2016-04-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Teaching Methods,Second Language Learning,Reading Instruction,Repetition,Auditory Stimuli,Reading Comprehension,Models,Second Language Instruction,Suprasegmentals,Reading Processes

Reading fluency research and practice have recently undergone some changes. While past studies and interventions focused on reading speed as their main goal, now more emphasis is being placed on exploring the role prosody plays in reading, and how listening to an audio model of a text while reading may act as a form of scaffolding, or aid, to reading comprehension. This article explores how two elements unique to repeated reading (RR) practices likely provide scaffolding for L2 learners' reading comprehension: repetitions in reading a text, and having learners read along with an audio model of the text. Scaffolding is an oft-used term in L2 education, but specific examples of it are seldom given. This article addresses scaffolding and suggests future research that can impact reading fluency intervention practices.
Preparing Teachers to Use Technology: Effects of Training Experience on Confidence and Knowledge
Author: Alfieri, Michele
Date: 2008-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Preservice Teachers,Preservice Teacher Education,Computer Literacy,Computer Uses in Education,Technology Integration,Higher Education,Teacher Education,Elementary Secondary Education,Teaching Methods,Technological Literacy,Educational Technology,Multivariate Analysis,Statistical Analysis,Correlation

The purpose of this study was to examine the relationship between computer technology training experiences and pre-service teachers' confidence and knowledge. Participants enrolled in one of four distinct training experiences at two universities (computer literacy only, computer integration only, separate integration and literacy, combined integration and literacy) completed a survey developed to measure their confidence and knowledge of computer skills and integration. Findings revealed that pre-service teachers whose experience included both computer literacy and computer integration training had more confidence for computer skills and integration than when the training experience included only one of the two. Results also indicated that participants who completed computer literacy training by itself or in combination with integration training had significantly more knowledge than those who did not complete the literacy course. Implications for training pre-service teachers on how to integrate technology are provided.
A Framework for Task-Oriented Language Instruction
Author: Salmani-Nodoushan, Mohammad Ali
Date: 2008-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Teachers,Language Processing,Teaching Methods,Communicative Competence (Languages),Interlanguage,Native Speakers,Educational Objectives,Second Language Instruction

Task-based teaching is an area which has emerged from the upsurge of interest in cognitive approaches to language learning and teaching of the mid 1980s. Being a current vogue in a communicative language teaching, task-based language learning contains dangers if implemented without care. In particular, it is likely to create pressure for immediate communication rather than interlanguage change and growth. In this process, it may persuade learners to use lexical modes of communication excessively and prematurely, and to fossilize some way short of native-like second language competence. This paper takes a processing-pedagogic viewpoint to review what task-based instruction is, to identify its goals, and to warm EFL/ESL teachers about the potential pitfalls of task-based language learning.
Measuring Second Language Vocabulary Knowledge Using a Temporal Method
Author: Tanabe, Masayuki
Date: 2016-04-00
Type: Journal Articles
Subjects: Second Language Learning,Vocabulary Development,Vocabulary Skills,Alternative Assessment,Outcome Measures,Word Frequency,Accuracy,Reaction Time,Reading Rate,Japanese,English (Second Language),Word Recognition,Predictive Validity,College Students,Reading Tests,Foreign Countries,Language Tests,Multiple Regression Analysis

The present study addressed the role of speed as a factor in tests of second language (L2) vocabulary knowledge, presupposing that speed of performance is important in actual language use. Research questions were: (a) Do learners with a larger vocabulary size answer faster on an L2 vocabulary breadth test than smaller vocabulary sized learners?; (b) Are there systematic increases in response time (RT) as word frequency decreases in an L2 vocabulary breadth test?; and (c) Do RTs of correct responses on an L2 vocabulary breadth test predict accurate and quick L2 reading? Participants were 24 Japanese university students. Results indicated that (a) vocabulary size facilitated lexical accessibility, (b) high frequency words were accessed more quickly but this was only observable after reaching a certain threshold of vocabulary size, and (c) vocabulary score (accuracy) alone was not associated with accurate and quick reading but vocabulary RT (accuracy + speed) was.
Computer Use in Diverse Learning Contexts in ELS 2002: Gender, Race and Earner-Centeredness Effects and Implications
Author: Kim, Sunha
Date: 2008-00-00
Type: Journal Articles
Subjects: High School Students,Grade 10,Mathematics Achievement,Gender Differences,Racial Differences,Computer Uses in Education,Learner Controlled Instruction,Technology Integration,Multiple Regression Analysis,Longitudinal Studies,Predictor Variables,Hispanic American Students,Asian American Students,White Students,African American Students,American Indian Students,Theory Practice Relationship

This paper examines the relation between computer use in diverse learning contexts and math achievement, and the gender and ethnicity-based differences in that relation. The study selected learner centeredness as a meaningful pedagogy in using computers because of its importance in technology-based learning. Along with the emerging notion of the importance of learner control in learning environments, technology has been expected to enable learner-centered learning environments. Moreover, learning models (including learner centeredness) suggest an important framework for successful integration of technology into teaching and learning. The study employs multiple regression models to 15,430 10th grade students from the Education Longitudinal Study 2002 (ELS: 2002), a US nationally representative database. The results confirm the significant effects of computer use in diverse contexts on student academic performance and its differential effects for gender and race. In particular, computer use for schoolwork was a significant predictor of math achievement for 10th graders, especially for Caucasian students. The effects of female students' computer use for their own learning in math were lower than those for males; these effects were pronounced in the Hispanic and Asian groups. The study results have implications for the theory and practice of computer use.
Collective Impact versus Collaboration: Sides of the Same Coin OR Different Phenomenon?
Author: Prange, Kelly
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperation,Social Problems,Problem Solving,Social Change

Collective impact is a recently developed concept and approach to solving social problems that rectifies many of the issues associated with isolated impact. We compared collective impact and the formal definition of collaboration and made integrations between the two concepts. Specifically, we explored effective assessment and facilitation methods and applied them to collective impact initiatives in order to facilitate more purposeful implementation of collective impact. We concluded that collective impact is a specific form of collaboration.
Beyond the Classroom Walls--Virtual Field Trips
Author: Pierantozzi, Mary Jo
Date: 2008-00-00
Type: Journal Articles
Subjects: Field Trips,Computer Uses in Education,Educational Technology,Virtual Classrooms,Technological Advancement,Parent Teacher Cooperation,Technology Uses in Education,Technology Integration,Teaching Methods

There is no doubt that children enjoy field trips. They enjoy the opportunity to explore new places, gaze upon new images and artefacts, and learn about different people, places, and things. Unfortunately, due to financial cutbacks or concerns about security and safety, many children are no longer able to enjoy these adventures. What can teachers do when they happen to face these challenges? How can teachers generate a sense of adventure and discovery when faced with the same four walls each and every day? These are questions that today's technology can help answer. By creating a Virtual Field Trip, teachers can bring the world into their classrooms. This article will discuss the rationale behind creating these trips as well as offer practical suggestions and ideas for developing the trips, tying them to standards, developing effective strategies for the trips, and assessing the knowledge gained by students as a result of their interaction with the Virtual Field Trips. Student creation of Virtual Field Trips, as assessment projects, will also be discussed.
The Ideology of Innovation Education and Its Emergence as a New Subject in Compulsory Schools
Author: Jonsdottir, Svanborg R.
Date: 2008-00-00
Type: Journal Articles
Subjects: Ideology,Educational Innovation,Compulsory Education,Foreign Countries,Data Collection,Data Analysis,Teaching Methods,Questionnaires,Research Methodology,Interviews,Qualitative Research,Grounded Theory,Observation,Statistical Surveys,Instructional Materials,Masters Programs

Innovation Education and Practical Use of Knowledge was introduced into the Icelandic National Curriculum for compulsory schools in 1999, where it is defined by the curriculum writers as a &quot;school subject&quot; but is not allocated any direct time in the recommended guidelines for subjects. This paper describes a master's research project from the University of Iceland, Faculty of Pedagogy and Education which focuses on how Innovation Education emerged in Iceland and how the subject has developed; what makes the subject special; and what factors, internal and external, have influenced its dissemination. The paper will include an overview of the data collection and analysis methods and an overview of the findings.
Technology in Mathematics Classrooms: A Meta-Analysis of the Recent Literature
Author: Li, Qing
Date: 2008-00-00
Type: Journal Articles
Subjects: Meta Analysis,Mathematics,Mathematics Instruction,Mathematics Curriculum,Technology Uses in Education,Elementary Secondary Education,Influence of Technology,Mathematics Education,Mathematics Achievement,Educational Technology,Teaching Methods,Statistical Analysis,Comparative Analysis,Literature Reviews,Multiple Regression Analysis,Q Methodology,Gender Differences

The increasingly use of technology in education does set off a flurry of research studies that focus on the successfulness and effectiveness of technology in elementary and secondary education. In this study, we conducted a comprehensive meta-analysis of research literature on technology in relation to mathematics teaching and learning. Particularly, the following main research questions were addressed in our meta-analysis: 1. What is the magnitude of the effects of technology on schooling outcomes concerning mathematics education? 2. How does the magnitude of the effects of technology fluctuate in response to various study features (e.g., gender, age, race) and design features (e.g., randomization, sample size, instruments)? Based on a total of 81 independent findings extracted from 39 studies involving a total of 59,147 learners, the results of the series of meta-analyses conducted in this review indicate that technology can affect mathematics teaching and learning.
Determining Areas of Weakness in Introductory Programming as a Foundation for Reusable Learning Objects
Author: Costelloe, Eileen
Date: 2007-00-00
Type: Journal Articles
Subjects: Programming,Undergraduate Study,Resource Units,Constructivism (Learning),Metacognition,Teaching Methods,Qualitative Research,Statistical Analysis,Grades (Scholastic),Foreign Countries,Coding,Surveys,Questionnaires,Student Attitudes,Computer Software,Computer Science Education,Technology Uses in Education,Focus Groups

Teaching programming to novices has proved challenging for both learner and lecturer due to the abstraction and complexity of the subject matter. The work described in this paper is part of an EU funded Minerva project called TUPULO (Teaching Undergraduate Programming Using Learning Objects) which aims to address the challenges faced by novice programmers by providing them with an innovative learning tool. This learning tool that is currently under development and rollout incorporates a set of Reusable Learning Objects (RLOs) based on sound pedagogical principles and encapsulated in a Constructivist Learning Environment (CLE), which includes a meta-cognitive interface. The subject matter experts and instructional designers in the local academic partner institutions designed these learning objects. The outputs and findings of the TUPULO project will not only benefit learners in the partner institutions involved, but by being disseminated to the wider educational community, they will also help learners in the domain on a broader scale. This paper describes the preparatory work undertaken in order to establish a set of potential LOs for development based on the student's main areas of weakness. When attempting to build learning objects for use in any domain the primary consideration should always be the needs and abilities of the learners. This paper describes the work done by the authors in conducting a user needs analysis in order to establish the key problem areas facing learners of introductory programming. A methodology for user needs capture and analysis was produced based on the set of user groups available at the Institutions and the needs of the users were captured and analysed. The methodology was devised to incorporate both quantitative and qualitative analysis of the information available to us regarding students. Exam scripts and corresponding results together with focus group discussions were used in order to ascertain perceptions regarding the course content, delivery, level of difficulty and areas of difficulty in programming. Additional institutional information such as students' leaving certificate points and Maths grade together with students' overall performance in other subject areas were used to investigate possible correlations. The analysis of this data provided some preliminary information on the ways in which students interpret various questions and their conceptual difficulties in understanding certain topics. This analysis leads to the final selection of programming topics for potential development as reusable learning objects.
Collaboration in an Era of Change: New Forms of Community Problem-Solving
Author: Ramaley, Judith A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Solving,School Community Relationship,Social Change,Social Action,School Culture,Higher Education,Social Problems,Sustainability,Neighborhoods,Aging (Individuals),State Universities,College Role

Campuses are developing new ways to respond to complex social, cultural, economic and environmental problems by adapting their educational approaches and their scholarship to address a changing world order. At the same time, government agencies, nonprofit organizations and businesses are embracing collaborative approaches to community problem-solving. These collaborative approaches, on and off campus, are creating new forms of university-community engagement that will require us to rethink the nature of the societal roles we play and how we generate knowledge, create an inspiring educational environment, and assist our students in acquiring the knowledge and skills they will need to work effectively with others to address the complex societal problems that they will face throughout their lives.