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Börekci, Rabia; Börekci, Caner – International Journal of Assessment Tools in Education, 2023
This study aims to adapt the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI- R) into Turkish. MARSI-R is a self-report instrument designed to assess students' metacognitive awareness of reading strategies and perceived strategy use when reading school-related materials. 525 students (65% female, 35% male, Mage = 13 years…
Descriptors: Foreign Countries, Test Construction, Translation, Turkish
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Paromita Deb; Anupam Basu – Journal of Psycholinguistic Research, 2024
The study explored the role of verbal fluency in determining reading and comprehension skills in Bengali among 10-year old typically developing Bengali children. Robust correlations were found between semantic fluency and word reading (0.63) as well as semantic fluency and comprehension (0.70). Good correlation was found between letter fluency and…
Descriptors: Foreign Countries, Children, Comprehension, Reading Skills
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Sungbong Bae; Hye K. Pae; Kwangoh Yi – Reading and Writing: An Interdisciplinary Journal, 2024
While the theoretical models of morphological processing in Roman alphabets indicate prelexical activation, a model established in Korean suggests postlexical activation. To extend the model of Korean morphological processing, this study examined within-scriptal (Hangul-Hangul prime-target pairs) and cross-scriptal (Hanja-Hangul prime-target…
Descriptors: Korean, Word Recognition, Morphology (Languages), Written Language
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Xiao Xu – Higher Education, Skills and Work-based Learning, 2024
Purpose: Utilizing datasets of Ecuador, Hungary, Kazakhstan, Mexico and Peru from the Programme for the International Assessment of Adult Competencies survey from 2017 to 2018, this study aimed to develop and validate a profile indicating core workplace skills in developing countries. Design/methodology/approach: DeVellis' guide of scale…
Descriptors: Job Skills, Developing Nations, Foreign Countries, Adults
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Gintautas Silinskas; Reda Gedutiene; Minna Torppa; Saule Raiziene – Scientific Studies of Reading, 2024
Purpose: This longitudinal study investigated the simple view of reading (SVR) model and its cognitive basis in a transparent orthography of the Lithuanian across the transition from kindergarten to Grade 1. Method: The language and early literacy skills of 229 children (Mage = 6.79, SD = 0.47) were tested at the end of kindergarten (vocabulary,…
Descriptors: Foreign Countries, Longitudinal Studies, Kindergarten, Grade 1
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Tadele Muche; Birhanu Simegn; Kassie Shiferie – Asia-Pacific Education Researcher, 2024
A review of the literature on second language learning indicates scanty skill-specific research related to efficacy beliefs and metacognitive strategy use, particularly in students' English reading skills. This study, thus, investigated the influence of metacognitive strategies use and self-efficacy beliefs on EFL reading comprehension of 150…
Descriptors: Reading Skills, English (Second Language), Second Language Learning, Reading Strategies
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Mitsue Tabata-Sandom; Yoko Ikeda – Reading in a Foreign Language, 2024
This study examines how the perceptions that twelve teachers of Japanese as a second language (L2) had of extensive reading (ER) changed following 10 months of online English ER. Interviews provided much of the study data, supported by pre-project and post-project questionnaires. The participants' pre-project and post-project vocabulary sizes and…
Descriptors: Foreign Countries, Teacher Attitudes, Japanese, Second Language Instruction
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Chloe Melton; Mara E. Power; Tobey Duble Moore; Ashley Plumb; Jessica Bourget; Michael Coyne; Brandi Simonsen – Intervention in School and Clinic, 2024
Students' behavioral and academic needs are interrelated, and educators may maximize the efficiency and effectiveness of their classroom practice by intentionally integrating academic instruction and positive behavior support practices within an integrated multi-tiered system of support (I-MTSS) framework. Integrated classroom practices are…
Descriptors: Reading Instruction, Lesson Plans, Multi Tiered Systems of Support, Students with Disabilities
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Kym Simoncini; Jacqueline McKechnie; Catherine Hilly; Bernadette Matthews – Early Childhood Education Journal, 2024
Families are children's first and most important teachers. However, their ability to support children's learning and development at home varies due to knowledge, skills, and confidence. Family interventions aimed at increasing parents' skills are labour-intensive and expensive. In contrast, text messages are low-cost and scalable. Text messages…
Descriptors: Foreign Countries, Telecommunications, Handheld Devices, Family Involvement
Kelly Ann Pizani – ProQuest LLC, 2024
Success in social studies is imperative, as civic literacy skills are used by students to become critical consumers of information and support making informed decisions. The problem is that teachers are making instructional shifts to support literacy performance and provide instruction for struggling readers in third and fourth grade to read,…
Descriptors: Social Studies, Elementary School Teachers, Reading Instruction, Grade 3
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Tinyiko Florence Sambo; Tshegofatso Phuti Makgakga – Research in Social Sciences and Technology, 2024
Word problem solving is an approach that can increase knowledge, improve performance and develop learners' critical thinking skills that can assist them in solving mathematical and real-life problems. This study examined the effectiveness of using a word problem solving approach to improve Grade 3 learners' performance when learning addition and…
Descriptors: Problem Solving, Mathematics Education, Addition, Subtraction
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Robert Todd Hicks; John R. Slate; Janene W. Hemmen – School Leadership Review, 2024
This statewide, multiyear study was an examination of industry-based certification attainment rates by the economic status of Texas public high school graduates. Data analyzed were provided by the Texas Education Agency via the Texas Academic Performance Reports for the 2019-2020, 2020-2021, and 2021-2022 school years. Inferential statistical…
Descriptors: High School Graduates, Low Income Students, Poverty, Economic Factors
Christina M. Galese – ProQuest LLC, 2024
Reading comprehension is an extremely important skill that students need to be effective learners; however, a significant percentage of students are reading below grade level on a nationwide scale (National Assessment for Educational Progress, 2019; National Institute of Health as cited by Learning Disabilities Association of America, 2022). In…
Descriptors: Reading Comprehension, Executive Function, Pediatrics, Economically Disadvantaged
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Yu-Ping Lin; Yujia Shi; Ruoyu Zhang; Xiao Xue; Shitao Rao; Liangying Yin; Kelvin Fai Hong Lui; Dora Jue Pan; Urs Maurer; Kwong-Wai Choy; Silvia Paracchini; Catherine McBride; Hon-Cheong So – npj Science of Learning, 2024
Dyslexia and developmental language disorders are important learning difficulties. However, their genetic basis remains poorly understood, and most genetic studies were performed on Europeans. There is a lack of genome-wide association studies (GWAS) on literacy phenotypes of Chinese as a native language and English as a second language (ESL) in a…
Descriptors: Genetics, Phenomenology, Chinese, Foreign Countries
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Amanda Denston; Rachel Martin; Gail Gillon; John Everatt – International Journal of Bilingual Education and Bilingualism, 2024
This article details findings from an exploratory case study that examined the efficacy of a phonological awareness and vocabulary programme with children educated in a bilingual immersion context of English and te reo Maori (Maori language) in Aotearoa New Zealand. The current paper discusses changes in the development of early literacy skills in…
Descriptors: Foreign Countries, Young Children, Immersion Programs, Bilingual Education
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