Читательская грамотность. Минск: рикз, 2020. 201 с
жүктеу/скачать 3,64 Mb. Pdf көрінісі
|
| educational achievement. Paper presented at the AERA meeting, San Francisco.
Lafontaine, D., & Monseur, C. (2006b). Impact of test characteristics on gender equity indicators in the Assessment of Reading Comprehension . University of Liège, Liège. Lai, A. S., Benjamin. R. G., Schwanenflugel. J. P., & Kuhn, R. M. (2014). The longitudinal relationship between reading fluency and reading comprehension skills in second-grade children. Reading & Writing Quarterly: Overcoming Learning Difficulties, 30, 116-138. DOI:10.1080/10573569.2013.789785. Landerl, K., & Reiter, C. (2002). Lesegeschwindigkeit als Indikator für basale Lesefertigkeiten. [Reading fluency as an indicator for basic reading skills]. In C. Wallner-Paschon & G. Haider (Eds.), PISA Plus 2000. Thematische Analysen nationaler Projekte [PISA Plus 2000. Thematic analyses of national projects]. Innsburck: Studien Verlag. Language and Reading Research Consortium. (2015). Learning to read: Should we keep things simple? Reading Research Quarterly, 50, 151-169. Lathrop, R. (2005). Democratic schools: Empowering students through active learning and applied civic education. ProQuest Information and Learning Company. (UMI No. 1428169). 196 Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward and understanding of academic motivation and the role of social support. Journal of Educational Psychology, 98, 567-582. doi:10.1037/0022-0663.98.3.567. Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A. (2013). New literacies: A dual-level theory of the changing nature of literacy instruction and assessment. In D. E. Alvermann, N. J. Unrau, & R. B. Rudell (Eds.), Theoretical models and processes of reading (6th edition, pp. 1150- 1181). Newark: International Reading Association. Leu, D. J., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., & Timbrell, N. (2015). The new literacies of online reading and comprehension: Rethinking the reading achievement gap. Reading Research Quarterly, 50(1), 37-59. Lundberg, I. (1991). Reading as an individual and social skill. In I. Lundberg & T. Høien (Eds.), Literacy in a world of change: Perspectives on reading and reading disability. Stavanger: Center for Reading Research/UNESCO. Mason, L., Boldrin, A., & Ariasi, N. (2010). Searching the Web to learn about a controversial topic: are students epistemically active? Instructional Science, 38, 607-633. McCrudden, M. T., Magliano, J., & Schraw, G. (Eds.). (2011). Text relevance and learning from text. Greenwich, CT: Information Age Publishing. McCrudden, M. T., & Schraw, G. (2007). Relevance and goal-focusing in text processing. Educational Psychology Review, 19(2), 113-139. McNamara, D. S., & Magliano, J. (2009). Toward a comprehensive model of comprehension. Psychology of Learning and Motivation, 51, 297-384. Mol, S., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137, 267-296. doi:10.1037/a0021890. Moore, P. (1995). Information problem-solving: A wider view of library skills. Contemporary Educational Psychology, 20, 1-31. Morgan, P., & Fuchs, D. (2007). Is there a bidirectional relationshi p between children’s reading skills and reading motivation? Exceptional Children, 73, 165-183. Morrisroe, J. (2014). Literacy changes lives: A new perspective on health, employment and crime. London: National Literacy Trust. National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the жүктеу/скачать 3,64 Mb. Достарыңызбен бөлісу:
|