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listening comprehension
Transfer of a Listening Comprehension Strategy to Independent Reading in First-Grade Students
      
Of interest was whether or not first-grade students (n=35) would, following instruction within the context of listening to stories, gain in listening comprehension and transfer this knowledge to support reading comprehension.
      
At post-test, the intervention group demonstrated significantly higher listening comprehension, but not free recall, than the comparison group.
      
By evaluating the "before" and "after" artwork, educators can identify advances in students' reading and listening comprehension of the terminology, facts, and principles on a particular topic.
      
The third disabled reader had superior listening comprehension but was poor in word-reading skill.
      
On two measures of listening comprehension the poor comprehenders were found to perform at a significantly lower level than Chronological-Age controls.
      
Children with hyperlexia who learn to read spontaneously before the age of five are impaired in reading and listening comprehension but have been found to have word recognition skills well above their measured cognitive and linguistic abilities.
      
Dependent variables wereexperimenter-developed strategic reading and listening tests, andstandardized reading and listening comprehension tests.
      
Children with hyperlexia who learn to readspontaneously before the age of five are impaired inreading and listening comprehension but have wordrecognition skills well above their measured cognitiveand linguistic abilities.
      
Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills
      
Word Identification and Word Attack subtests, listening comprehension with the Woodcock (1991) [Woodcock Language Proficiency Battery - Revised.
      
Chicago: Riverside Publishing Company] test of Listening Comprehension, naming speed with a picture naming task, and 4 measures assessed phonological awareness.
      
Hierarchical regression and commonality analyses indicated that the decoding and listening comprehension products accounted for considerable variance in reading comprehension.
      
The Simple View of Reading states that reading comprehension is the product of word recognition and listening comprehension.
      
Structural equation modeling was used to determine whether fluency accounted for unique variance in reading comprehension after controlling for word recognition accuracy and listening comprehension.
      
Individual profile analyses were conducted to determine the number of individual participants who?had poor fluency in the spite of good word recognition accuracy and listening comprehension.
      
Results showed that fluency did not account for unique variance in reading?comprehension and that few individuals had problems in fluency separate from word recognition accuracy or listening comprehension.
      
The Sentence Verification Technique is a new procedure for measuring reading and listening comprehension that allows for the development of tests based on materials indigenous to a given culture.
      
Study 2 identified predictors of teacher ratings and listening comprehension from among several attitudinal and background variables.
      
Listening Comprehension and Working Memory Are Impaired in Attention-Deficit Hyperactivity Disorder Irrespective of Language Imp
      
 

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