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Academic Journal

EFL Learners' Metacognitive Awareness of Reading Strategies

Subjects: Metacognition, Reading Strategies, English (Second Language), Second Language Learning, College Students, Protocol Analysis, Student Attitudes, Foreign Countries, Likert Scales, Gender Differences, Language Proficiency, Questionnaires, Metacognition, Metacognition, Reading Strategies, English (Second Language), Second Language Learning, College Students, Protocol Analysis, Student Attitudes, Foreign Countries, Likert Scales, Gender Differences, Language Proficiency, Questionnaires, Reading Strategies, Metacognition, Reading Strategies, English (Second Language), Second Language Learning, College Students, Protocol Analysis, Student Attitudes, Foreign Countries, Likert Scales, Gender Differences, Language Proficiency, Questionnaires, English (Second Language), Metacognition, Reading Strategies, English (Second Language), Second Language Learning, College Students, Protocol Analysis, Student Attitudes, Foreign Countries, Likert Scales, Gender Differences, Language Proficiency, Questionnaires, Second Language Learning, Metacognition, Reading Strategies, English (Second Language), Second Language Learning, College Students, Protocol Analysis, Student Attitudes, Foreign Countries, Likert Scales, Gender Differences, Language Proficiency, Questionnaires, College Students, Metacognition, Reading Strategies, English (Second Language), Second Language Learning, College Students, Protocol Analysis, Student Attitudes, Foreign Countries, Likert Scales, Gender Differences, Language Proficiency, Questionnaires, Protocol Analysis, Metacognition, Reading Strategies, English (Second Language), Second Language Learning, College Students, Protocol Analysis, Student Attitudes, Foreign Countries, Likert Scales, Gender Differences, Language Proficiency, Questionnaires, Student Attitudes, Metacognition, Reading Strategies, English (Second Language), Second Language Learning, College Students, Protocol Analysis, Student Attitudes, Foreign Countries, Likert Scales, Gender Differences, Language Proficiency, Questionnaires, Foreign Countries, Metacognition, Reading Strategies, English (Second Language), Second Language Learning, College Students, Protocol Analysis, Student Attitudes, Foreign Countries, Likert Scales, Gender Differences, Language Proficiency, Questionnaires, Likert Scales, Metacognition, Reading Strategies, English (Second Language), Second Language Learning, College Students, Protocol Analysis, Student Attitudes, Foreign Countries, Likert Scales, Gender Differences, Language Proficiency, Questionnaires, Gender Differences, Metacognition, Reading Strategies, English (Second Language), Second Language Learning, College Students, Protocol Analysis, Student Attitudes, Foreign Countries, Likert Scales, Gender Differences, Language Proficiency, Questionnaires, Language Proficiency, Metacognition, Reading Strategies, English (Second Language), Second Language Learning, College Students, Protocol Analysis, Student Attitudes, Foreign Countries, Likert Scales, Gender Differences, Language Proficiency, Questionnaires, Questionnaires, Metacognition, Reading Strategies, English (Second Language), Second Language Learning, College Students, Protocol Analysis, Student Attitudes, Foreign Countries, Likert Scales, Gender Differences, Language Proficiency, Questionnaires, Statistical AnalysisOman

  • Source: International Journal of Instruction, v11 n2 p297-308 Apr 2018. 12 pp.

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Academic Journal

Bringing Extensive Reading and Reading Strategies into the Taiwanese Junior College Classroom

Subjects: Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Vocational Education, Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Reading Instruction, Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Reading Strategies, Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Intervention, Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Prior Learning, Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Teaching Methods, Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Guidelines, Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Foreign Countries, Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Conventional Instruction, Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Reading Achievement, Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Achievement Gains, Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Context Effect, Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, English (Second Language), Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Second Language Learning, Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Second Language Instruction, Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Pretests Posttests, Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Comparative Analysis, Vocational Education, Reading Instruction, Reading Strategies, Intervention, Prior Learning, Teaching Methods, Guidelines, Foreign Countries, Conventional Instruction, Reading Achievement, Achievement Gains, Context Effect, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Comparative Analysis, Statistical AnalysisTaiwan

  • Source: Reading in a Foreign Language, v30 n1 p130-151 Apr 2018. 22 pp.

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Academic Journal

Investigating Reading Learning Strategies through Smartphones on Saudi Learners' Psychological Autonomy in Reading Context

Subjects: Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Learning Strategies, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Reading Instruction, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, English (Second Language), Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Second Language Learning, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Second Language Instruction, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Telecommunications, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Handheld Devices, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Intervention, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Self Efficacy, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Positive Attitudes, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Reading Strategies, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Undergraduate Students, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Learning Motivation, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Information Seeking, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Reading Achievement, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Curriculum Design, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Student Attitudes, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Foreign Countries, Learning Strategies, Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications, Handheld Devices, Intervention, Self Efficacy, Positive Attitudes, Reading Strategies, Undergraduate Students, Learning Motivation, Information Seeking, Reading Achievement, Curriculum Design, Student Attitudes, Foreign Countries, Measures (Individuals)Saudi ArabiaStrategy Inventory for Language Learning

  • Source: International Journal of Instruction, v12 n2 p99-114 Apr 2019. 16 pp.

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Academic Journal

The Effect of THIEVES Strategy on EFL Learners' Reading Comprehension

Subjects: English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, English (Second Language), English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, Reading Comprehension, English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, Second Language Instruction, English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, Second Language Learning, English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, Instructional Effectiveness, English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, Reading Strategies, English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, Foreign Countries, English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, Advanced Students, English (Second Language), Reading Comprehension, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Reading Strategies, Foreign Countries, Advanced Students, Schemata (Cognition)Iran

  • Source: International Journal of Instruction, v12 n2 p667-682 Apr 2019. 16 pp.

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Academic Journal

Nexus between Beliefs College English Instructors' Held about Teaching Reading Strategies and Their Classroom Practice

Subjects: Teacher Attitudes, College Faculty, Foreign Countries, Language Teachers, English (Second Language), Teaching Methods, Second Language Instruction, Reading Instruction, Teacher Attitudes, Teacher Attitudes, College Faculty, Foreign Countries, Language Teachers, English (Second Language), Teaching Methods, Second Language Instruction, Reading Instruction, College Faculty, Teacher Attitudes, College Faculty, Foreign Countries, Language Teachers, English (Second Language), Teaching Methods, Second Language Instruction, Reading Instruction, Foreign Countries, Teacher Attitudes, College Faculty, Foreign Countries, Language Teachers, English (Second Language), Teaching Methods, Second Language Instruction, Reading Instruction, Language Teachers, Teacher Attitudes, College Faculty, Foreign Countries, Language Teachers, English (Second Language), Teaching Methods, Second Language Instruction, Reading Instruction, English (Second Language), Teacher Attitudes, College Faculty, Foreign Countries, Language Teachers, English (Second Language), Teaching Methods, Second Language Instruction, Reading Instruction, Teaching Methods, Teacher Attitudes, College Faculty, Foreign Countries, Language Teachers, English (Second Language), Teaching Methods, Second Language Instruction, Reading Instruction, Second Language Instruction, Teacher Attitudes, College Faculty, Foreign Countries, Language Teachers, English (Second Language), Teaching Methods, Second Language Instruction, Reading Instruction, Reading Instruction, Teacher Attitudes, College Faculty, Foreign Countries, Language Teachers, English (Second Language), Teaching Methods, Second Language Instruction, Reading Instruction, Reading StrategiesEthiopia

  • Source: Research in Pedagogy, v8 n2 p121-131 2018. 11 pp.

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Academic Journal

Revising the "Metacognitive Awareness of Reading Strategies Inventory" (MARSI) and Testing for Factorial Invariance

Subjects: Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Metacognition, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Reading Strategies, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Measures (Individuals), Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Factor Analysis, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Self Evaluation (Individuals), Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Generalization, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Validity, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Comparative Analysis, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Correlation, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Second Language Learning, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Second Language Instruction, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Teaching Methods, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, English (Second Language), Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Reading Comprehension, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Secondary School Students, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, College Freshmen, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Models, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Goodness of Fit, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Item Analysis, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Gender Differences, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Ethnicity, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Scoring, Metacognition, Reading Strategies, Measures (Individuals), Factor Analysis, Self Evaluation (Individuals), Generalization, Validity, Comparative Analysis, Correlation, Second Language Learning, Second Language Instruction, Teaching Methods, English (Second Language), Reading Comprehension, Secondary School Students, College Freshmen, Models, Goodness of Fit, Item Analysis, Gender Differences, Ethnicity, Scoring, Statistical Analysis

  • Source: Studies in Second Language Learning and Teaching, v8 n2 p219-246 2018. 28 pp.

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Academic Journal

Prospective Teachers' Metacognitive Awareness Levels of Reading Strategies

Subjects: Foreign Countries, Preservice Teachers, Metacognition, Reading Strategies, Reading Instruction, Language Teachers, Surveys, Gender Differences, Reading Materials, Reading Habits, Elementary School Teachers, Foreign Countries, Foreign Countries, Preservice Teachers, Metacognition, Reading Strategies, Reading Instruction, Language Teachers, Surveys, Gender Differences, Reading Materials, Reading Habits, Elementary School Teachers, Preservice Teachers, Foreign Countries, Preservice Teachers, Metacognition, Reading Strategies, Reading Instruction, Language Teachers, Surveys, Gender Differences, Reading Materials, Reading Habits, Elementary School Teachers, Metacognition, Foreign Countries, Preservice Teachers, Metacognition, Reading Strategies, Reading Instruction, Language Teachers, Surveys, Gender Differences, Reading Materials, Reading Habits, Elementary School Teachers, Reading Strategies, Foreign Countries, Preservice Teachers, Metacognition, Reading Strategies, Reading Instruction, Language Teachers, Surveys, Gender Differences, Reading Materials, Reading Habits, Elementary School Teachers, Reading Instruction, Foreign Countries, Preservice Teachers, Metacognition, Reading Strategies, Reading Instruction, Language Teachers, Surveys, Gender Differences, Reading Materials, Reading Habits, Elementary School Teachers, Language Teachers, Foreign Countries, Preservice Teachers, Metacognition, Reading Strategies, Reading Instruction, Language Teachers, Surveys, Gender Differences, Reading Materials, Reading Habits, Elementary School Teachers, Surveys, Foreign Countries, Preservice Teachers, Metacognition, Reading Strategies, Reading Instruction, Language Teachers, Surveys, Gender Differences, Reading Materials, Reading Habits, Elementary School Teachers, Gender Differences, Foreign Countries, Preservice Teachers, Metacognition, Reading Strategies, Reading Instruction, Language Teachers, Surveys, Gender Differences, Reading Materials, Reading Habits, Elementary School Teachers, Reading Materials, Foreign Countries, Preservice Teachers, Metacognition, Reading Strategies, Reading Instruction, Language Teachers, Surveys, Gender Differences, Reading Materials, Reading Habits, Elementary School Teachers, Reading Habits, Foreign Countries, Preservice Teachers, Metacognition, Reading Strategies, Reading Instruction, Language Teachers, Surveys, Gender Differences, Reading Materials, Reading Habits, Elementary School Teachers, Elementary School Teachers, Foreign Countries, Preservice Teachers, Metacognition, Reading Strategies, Reading Instruction, Language Teachers, Surveys, Gender Differences, Reading Materials, Reading Habits, Elementary School Teachers, Problem SolvingTurkey

  • Source: Cypriot Journal of Educational Sciences, v13 n1 p23-30 2018. 8 pp.

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Academic Journal

Investigating the Correlation between the Frequency of Using Metacognitive Reading Strategies and Non-Routine Problem Solving Successes in Fifth Grade Students

Subjects: Metacognition, Reading Strategies, Foreign Countries, Problem Solving, Grade 5, Achievement Tests, Correlation, Predictor Variables, Metacognition, Metacognition, Reading Strategies, Foreign Countries, Problem Solving, Grade 5, Achievement Tests, Correlation, Predictor Variables, Reading Strategies, Metacognition, Reading Strategies, Foreign Countries, Problem Solving, Grade 5, Achievement Tests, Correlation, Predictor Variables, Foreign Countries, Metacognition, Reading Strategies, Foreign Countries, Problem Solving, Grade 5, Achievement Tests, Correlation, Predictor Variables, Problem Solving, Metacognition, Reading Strategies, Foreign Countries, Problem Solving, Grade 5, Achievement Tests, Correlation, Predictor Variables, Grade 5, Metacognition, Reading Strategies, Foreign Countries, Problem Solving, Grade 5, Achievement Tests, Correlation, Predictor Variables, Achievement Tests, Metacognition, Reading Strategies, Foreign Countries, Problem Solving, Grade 5, Achievement Tests, Correlation, Predictor Variables, Correlation, Metacognition, Reading Strategies, Foreign Countries, Problem Solving, Grade 5, Achievement Tests, Correlation, Predictor Variables, Predictor Variables, Metacognition, Reading Strategies, Foreign Countries, Problem Solving, Grade 5, Achievement Tests, Correlation, Predictor Variables, Elementary School StudentsTurkey (Ankara), Turkey (Ankara), Turkey (Ankara), Turkey (Istanbul)

  • Source: Universal Journal of Educational Research, v6 n8 1795-1802 2018. 8 pp.

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Academic Journal

Can L2 Less-Proficient Adult Learners Become Skilled Readers?

Subjects: Adult Learning, Adult Students, Reading Skills, Student Attitudes, Teaching Methods, Reading Strategies, Metacognition, Direct Instruction, Second Language Learning, Reading Instruction, Foreign Countries, Adult Learning, Adult Learning, Adult Students, Reading Skills, Student Attitudes, Teaching Methods, Reading Strategies, Metacognition, Direct Instruction, Second Language Learning, Reading Instruction, Foreign Countries, Adult Students, Adult Learning, Adult Students, Reading Skills, Student Attitudes, Teaching Methods, Reading Strategies, Metacognition, Direct Instruction, Second Language Learning, Reading Instruction, Foreign Countries, Reading Skills, Adult Learning, Adult Students, Reading Skills, Student Attitudes, Teaching Methods, Reading Strategies, Metacognition, Direct Instruction, Second Language Learning, Reading Instruction, Foreign Countries, Student Attitudes, Adult Learning, Adult Students, Reading Skills, Student Attitudes, Teaching Methods, Reading Strategies, Metacognition, Direct Instruction, Second Language Learning, Reading Instruction, Foreign Countries, Teaching Methods, Adult Learning, Adult Students, Reading Skills, Student Attitudes, Teaching Methods, Reading Strategies, Metacognition, Direct Instruction, Second Language Learning, Reading Instruction, Foreign Countries, Reading Strategies, Adult Learning, Adult Students, Reading Skills, Student Attitudes, Teaching Methods, Reading Strategies, Metacognition, Direct Instruction, Second Language Learning, Reading Instruction, Foreign Countries, Metacognition, Adult Learning, Adult Students, Reading Skills, Student Attitudes, Teaching Methods, Reading Strategies, Metacognition, Direct Instruction, Second Language Learning, Reading Instruction, Foreign Countries, Direct Instruction, Adult Learning, Adult Students, Reading Skills, Student Attitudes, Teaching Methods, Reading Strategies, Metacognition, Direct Instruction, Second Language Learning, Reading Instruction, Foreign Countries, Second Language Learning, Adult Learning, Adult Students, Reading Skills, Student Attitudes, Teaching Methods, Reading Strategies, Metacognition, Direct Instruction, Second Language Learning, Reading Instruction, Foreign Countries, Reading Instruction, Adult Learning, Adult Students, Reading Skills, Student Attitudes, Teaching Methods, Reading Strategies, Metacognition, Direct Instruction, Second Language Learning, Reading Instruction, Foreign Countries, Foreign Countries, Adult Learning, Adult Students, Reading Skills, Student Attitudes, Teaching Methods, Reading Strategies, Metacognition, Direct Instruction, Second Language Learning, Reading Instruction, Foreign Countries, English (Second Language)Taiwan

  • Source: International Journal of Teaching and Learning in Higher Education, v31 n1 p1-10 2019. 10 pp.

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Academic Journal

Close Reading in the Urban Classroom: A Teacher's Introspection

Subjects: Reading Strategies, Attention, Urban Schools, Teaching Methods, Reading Instruction, Ethnography, Autobiographies, Student Journals, Documentation, Semiotics, Reading Strategies, Reading Strategies, Attention, Urban Schools, Teaching Methods, Reading Instruction, Ethnography, Autobiographies, Student Journals, Documentation, Semiotics, Attention, Reading Strategies, Attention, Urban Schools, Teaching Methods, Reading Instruction, Ethnography, Autobiographies, Student Journals, Documentation, Semiotics, Urban Schools, Reading Strategies, Attention, Urban Schools, Teaching Methods, Reading Instruction, Ethnography, Autobiographies, Student Journals, Documentation, Semiotics, Teaching Methods, Reading Strategies, Attention, Urban Schools, Teaching Methods, Reading Instruction, Ethnography, Autobiographies, Student Journals, Documentation, Semiotics, Reading Instruction, Reading Strategies, Attention, Urban Schools, Teaching Methods, Reading Instruction, Ethnography, Autobiographies, Student Journals, Documentation, Semiotics, Ethnography, Reading Strategies, Attention, Urban Schools, Teaching Methods, Reading Instruction, Ethnography, Autobiographies, Student Journals, Documentation, Semiotics, Autobiographies, Reading Strategies, Attention, Urban Schools, Teaching Methods, Reading Instruction, Ethnography, Autobiographies, Student Journals, Documentation, Semiotics, Student Journals, Reading Strategies, Attention, Urban Schools, Teaching Methods, Reading Instruction, Ethnography, Autobiographies, Student Journals, Documentation, Semiotics, Documentation, Reading Strategies, Attention, Urban Schools, Teaching Methods, Reading Instruction, Ethnography, Autobiographies, Student Journals, Documentation, Semiotics, Semiotics, Reading Strategies, Attention, Urban Schools, Teaching Methods, Reading Instruction, Ethnography, Autobiographies, Student Journals, Documentation, Semiotics, Middle Schools

  • Source: Networks: An Online Journal for Teacher Research, v21 n1 Article 4 2019. 18 pp.

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