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Academic Journal

Examination of Reading Skills of Students Who Are Poor Readers in Different Text Genres

Subjects: Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Reading Skills, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Literary Genres, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Fiction, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Nonfiction, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Grade 4, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Reading Difficulties, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Reading Rate, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Error Analysis (Language), Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Reading Fluency, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Suprasegmentals, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Multidimensional Scaling, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Time on Task, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Timed Tests, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Comparative Analysis, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Foreign Countries, Reading Skills, Literary Genres, Fiction, Nonfiction, Grade 4, Reading Difficulties, Reading Rate, Error Analysis (Language), Reading Fluency, Suprasegmentals, Multidimensional Scaling, Time on Task, Timed Tests, Comparative Analysis, Foreign Countries, Statistical AnalysisTurkey (Ankara)

  • Source: Cypriot Journal of Educational Sciences, v13 n2 p422-435 2018. 14 pp.

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Fostering the Memoir Writing Skills as a Creative Non-Fiction Genre Using a WebQuest Model

Subjects: Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Foreign Countries, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Autobiographies, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Personal Narratives, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Writing Skills, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Nonfiction, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Writing Improvement, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Web Based Instruction, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Second Language Instruction, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Experimental Groups, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Control Groups, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Creative Writing, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Writing Tests, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Pretests Posttests, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Scoring Rubrics, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Statistical Analysis, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Scores, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Comparative Analysis, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Models, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Writing Instruction, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, English (Second Language), Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Writing Evaluation, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Content Validity, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Reliability, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Check Lists, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Statistical Significance, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Literary Genres, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Program Effectiveness, Foreign Countries, Autobiographies, Personal Narratives, Writing Skills, Nonfiction, Writing Improvement, Web Based Instruction, Second Language Instruction, Experimental Groups, Control Groups, Creative Writing, Writing Tests, Pretests Posttests, Scoring Rubrics, Statistical Analysis, Scores, Comparative Analysis, Models, Writing Instruction, English (Second Language), Writing Evaluation, Content Validity, Reliability, Check Lists, Statistical Significance, Literary Genres, Program Effectiveness, Web 2.0 TechnologiesEgypt

  • Source: Online Submission. 21 pp.

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Academic Journal

Do Objects of Different Weight Fall at the Same Time? Updating Naive Beliefs about Free-Falling Objects from Fictional and Informational Books in Young Children

Subjects: Young Children, Misconceptions, Scientific Concepts, Comparative Analysis, Plants (Botany), Pretests Posttests, Prediction, Scores, Nonfiction, Fiction, Picture Books, Receptive Language, Coding, Foreign Countries, Young Children, Young Children, Misconceptions, Scientific Concepts, Comparative Analysis, Plants (Botany), Pretests Posttests, Prediction, Scores, Nonfiction, Fiction, Picture Books, Receptive Language, Coding, Foreign Countries, Misconceptions, Young Children, Misconceptions, Scientific Concepts, Comparative Analysis, Plants (Botany), Pretests Posttests, Prediction, Scores, Nonfiction, Fiction, Picture Books, Receptive Language, Coding, Foreign Countries, Scientific Concepts, Young Children, Misconceptions, Scientific Concepts, Comparative Analysis, Plants (Botany), Pretests Posttests, Prediction, Scores, Nonfiction, Fiction, Picture Books, Receptive Language, Coding, Foreign Countries, Comparative Analysis, Young Children, Misconceptions, Scientific Concepts, Comparative Analysis, Plants (Botany), Pretests Posttests, Prediction, Scores, Nonfiction, Fiction, Picture Books, Receptive Language, Coding, Foreign Countries, Plants (Botany), Young Children, Misconceptions, Scientific Concepts, Comparative Analysis, Plants (Botany), Pretests Posttests, Prediction, Scores, Nonfiction, Fiction, Picture Books, Receptive Language, Coding, Foreign Countries, Pretests Posttests, Young Children, Misconceptions, Scientific Concepts, Comparative Analysis, Plants (Botany), Pretests Posttests, Prediction, Scores, Nonfiction, Fiction, Picture Books, Receptive Language, Coding, Foreign Countries, Prediction, Young Children, Misconceptions, Scientific Concepts, Comparative Analysis, Plants (Botany), Pretests Posttests, Prediction, Scores, Nonfiction, Fiction, Picture Books, Receptive Language, Coding, Foreign Countries, Scores, Young Children, Misconceptions, Scientific Concepts, Comparative Analysis, Plants (Botany), Pretests Posttests, Prediction, Scores, Nonfiction, Fiction, Picture Books, Receptive Language, Coding, Foreign Countries, Nonfiction, Young Children, Misconceptions, Scientific Concepts, Comparative Analysis, Plants (Botany), Pretests Posttests, Prediction, Scores, Nonfiction, Fiction, Picture Books, Receptive Language, Coding, Foreign Countries, Fiction, Young Children, Misconceptions, Scientific Concepts, Comparative Analysis, Plants (Botany), Pretests Posttests, Prediction, Scores, Nonfiction, Fiction, Picture Books, Receptive Language, Coding, Foreign Countries, Picture Books, Young Children, Misconceptions, Scientific Concepts, Comparative Analysis, Plants (Botany), Pretests Posttests, Prediction, Scores, Nonfiction, Fiction, Picture Books, Receptive Language, Coding, Foreign Countries, Receptive Language, Young Children, Misconceptions, Scientific Concepts, Comparative Analysis, Plants (Botany), Pretests Posttests, Prediction, Scores, Nonfiction, Fiction, Picture Books, Receptive Language, Coding, Foreign Countries, Coding, Young Children, Misconceptions, Scientific Concepts, Comparative Analysis, Plants (Botany), Pretests Posttests, Prediction, Scores, Nonfiction, Fiction, Picture Books, Receptive Language, Coding, Foreign Countries, Foreign Countries, Young Children, Misconceptions, Scientific Concepts, Comparative Analysis, Plants (Botany), Pretests Posttests, Prediction, Scores, Nonfiction, Fiction, Picture Books, Receptive Language, Coding, Foreign Countries, Statistical AnalysisCanada (Toronto)

  • Source: Journal of Cognition and Development, v19 n2 p165-181 2018. 17 pp.

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Academic Journal

Examining the Reading of Informational Text in 4th Grade Class and Its Relation with Students' Reading Performance

Subjects: Grade 4, Reading Materials, Foreign Countries, Achievement Tests, International Assessment, Reading Achievement, Reading Tests, Correlation, Nonfiction, Common Core State Standards, Socioeconomic Status, Student Characteristics, Statistical Analysis, Grade 4, Grade 4, Reading Materials, Foreign Countries, Achievement Tests, International Assessment, Reading Achievement, Reading Tests, Correlation, Nonfiction, Common Core State Standards, Socioeconomic Status, Student Characteristics, Statistical Analysis, Reading Materials, Grade 4, Reading Materials, Foreign Countries, Achievement Tests, International Assessment, Reading Achievement, Reading Tests, Correlation, Nonfiction, Common Core State Standards, Socioeconomic Status, Student Characteristics, Statistical Analysis, Foreign Countries, Grade 4, Reading Materials, Foreign Countries, Achievement Tests, International Assessment, Reading Achievement, Reading Tests, Correlation, Nonfiction, Common Core State Standards, Socioeconomic Status, Student Characteristics, Statistical Analysis, Achievement Tests, Grade 4, Reading Materials, Foreign Countries, Achievement Tests, International Assessment, Reading Achievement, Reading Tests, Correlation, Nonfiction, Common Core State Standards, Socioeconomic Status, Student Characteristics, Statistical Analysis, International Assessment, Grade 4, Reading Materials, Foreign Countries, Achievement Tests, International Assessment, Reading Achievement, Reading Tests, Correlation, Nonfiction, Common Core State Standards, Socioeconomic Status, Student Characteristics, Statistical Analysis, Reading Achievement, Grade 4, Reading Materials, Foreign Countries, Achievement Tests, International Assessment, Reading Achievement, Reading Tests, Correlation, Nonfiction, Common Core State Standards, Socioeconomic Status, Student Characteristics, Statistical Analysis, Reading Tests, Grade 4, Reading Materials, Foreign Countries, Achievement Tests, International Assessment, Reading Achievement, Reading Tests, Correlation, Nonfiction, Common Core State Standards, Socioeconomic Status, Student Characteristics, Statistical Analysis, Correlation, Grade 4, Reading Materials, Foreign Countries, Achievement Tests, International Assessment, Reading Achievement, Reading Tests, Correlation, Nonfiction, Common Core State Standards, Socioeconomic Status, Student Characteristics, Statistical Analysis, Nonfiction, Grade 4, Reading Materials, Foreign Countries, Achievement Tests, International Assessment, Reading Achievement, Reading Tests, Correlation, Nonfiction, Common Core State Standards, Socioeconomic Status, Student Characteristics, Statistical Analysis, Common Core State Standards, Grade 4, Reading Materials, Foreign Countries, Achievement Tests, International Assessment, Reading Achievement, Reading Tests, Correlation, Nonfiction, Common Core State Standards, Socioeconomic Status, Student Characteristics, Statistical Analysis, Socioeconomic Status, Grade 4, Reading Materials, Foreign Countries, Achievement Tests, International Assessment, Reading Achievement, Reading Tests, Correlation, Nonfiction, Common Core State Standards, Socioeconomic Status, Student Characteristics, Statistical Analysis, Student Characteristics, Grade 4, Reading Materials, Foreign Countries, Achievement Tests, International Assessment, Reading Achievement, Reading Tests, Correlation, Nonfiction, Common Core State Standards, Socioeconomic Status, Student Characteristics, Statistical Analysis, Statistical Analysis, Grade 4, Reading Materials, Foreign Countries, Achievement Tests, International Assessment, Reading Achievement, Reading Tests, Correlation, Nonfiction, Common Core State Standards, Socioeconomic Status, Student Characteristics, Statistical Analysis, Expository WritingProgress in International Reading Literacy Study

  • Source: Reading Psychology, v39 n1 p1-28 2018. 28 pp.

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Academic Journal

The Information Book Flood: Is Additional Exposure Enough to Support Early Literacy Development?

Subjects: Quasiexperimental Design, Books, Early Childhood Education, Library Role, Language Acquisition, Vocabulary Development, Reading Comprehension, Child Care Centers, Urban Areas, Poverty, Statistical Analysis, Program Effectiveness, Educational Resources, Quasiexperimental Design, Quasiexperimental Design, Books, Early Childhood Education, Library Role, Language Acquisition, Vocabulary Development, Reading Comprehension, Child Care Centers, Urban Areas, Poverty, Statistical Analysis, Program Effectiveness, Educational Resources, Books, Quasiexperimental Design, Books, Early Childhood Education, Library Role, Language Acquisition, Vocabulary Development, Reading Comprehension, Child Care Centers, Urban Areas, Poverty, Statistical Analysis, Program Effectiveness, Educational Resources, Early Childhood Education, Quasiexperimental Design, Books, Early Childhood Education, Library Role, Language Acquisition, Vocabulary Development, Reading Comprehension, Child Care Centers, Urban Areas, Poverty, Statistical Analysis, Program Effectiveness, Educational Resources, Library Role, Quasiexperimental Design, Books, Early Childhood Education, Library Role, Language Acquisition, Vocabulary Development, Reading Comprehension, Child Care Centers, Urban Areas, Poverty, Statistical Analysis, Program Effectiveness, Educational Resources, Language Acquisition, Quasiexperimental Design, Books, Early Childhood Education, Library Role, Language Acquisition, Vocabulary Development, Reading Comprehension, Child Care Centers, Urban Areas, Poverty, Statistical Analysis, Program Effectiveness, Educational Resources, Vocabulary Development, Quasiexperimental Design, Books, Early Childhood Education, Library Role, Language Acquisition, Vocabulary Development, Reading Comprehension, Child Care Centers, Urban Areas, Poverty, Statistical Analysis, Program Effectiveness, Educational Resources, Reading Comprehension, Quasiexperimental Design, Books, Early Childhood Education, Library Role, Language Acquisition, Vocabulary Development, Reading Comprehension, Child Care Centers, Urban Areas, Poverty, Statistical Analysis, Program Effectiveness, Educational Resources, Child Care Centers, Quasiexperimental Design, Books, Early Childhood Education, Library Role, Language Acquisition, Vocabulary Development, Reading Comprehension, Child Care Centers, Urban Areas, Poverty, Statistical Analysis, Program Effectiveness, Educational Resources, Urban Areas, Quasiexperimental Design, Books, Early Childhood Education, Library Role, Language Acquisition, Vocabulary Development, Reading Comprehension, Child Care Centers, Urban Areas, Poverty, Statistical Analysis, Program Effectiveness, Educational Resources, Poverty, Quasiexperimental Design, Books, Early Childhood Education, Library Role, Language Acquisition, Vocabulary Development, Reading Comprehension, Child Care Centers, Urban Areas, Poverty, Statistical Analysis, Program Effectiveness, Educational Resources, Statistical Analysis, Quasiexperimental Design, Books, Early Childhood Education, Library Role, Language Acquisition, Vocabulary Development, Reading Comprehension, Child Care Centers, Urban Areas, Poverty, Statistical Analysis, Program Effectiveness, Educational Resources, Program Effectiveness, Quasiexperimental Design, Books, Early Childhood Education, Library Role, Language Acquisition, Vocabulary Development, Reading Comprehension, Child Care Centers, Urban Areas, Poverty, Statistical Analysis, Program Effectiveness, Educational Resources, Educational Resources, Quasiexperimental Design, Books, Early Childhood Education, Library Role, Language Acquisition, Vocabulary Development, Reading Comprehension, Child Care Centers, Urban Areas, Poverty, Statistical Analysis, Program Effectiveness, Educational Resources, Nonfiction

  • Source: Elementary School Journal, v118 n1 p1-27 Sep 2017. 27 pp.

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Academic Journal

Investigating Young Children's Use of Reading Strategies: A Longitudinal Study

Subjects: Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Reading Instruction, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Reading Strategies, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Elementary School Students, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Reading Skills, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Structured Interviews, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Observation, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Grade 1, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Grade 2, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Grade 3, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Statistical Analysis, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Rural Schools, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Fiction, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Nonfiction, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Coding, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Statistical Significance, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Recall (Psychology), Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Skill Development, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Reading Comprehension, Reading Instruction, Reading Strategies, Elementary School Students, Reading Skills, Structured Interviews, Observation, Grade 1, Grade 2, Grade 3, Statistical Analysis, Rural Schools, Fiction, Nonfiction, Coding, Statistical Significance, Recall (Psychology), Skill Development, Reading Comprehension, Accuracy

  • Source: Reading Psychology, v36 n5 p445-472 2015. 28 pp.

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