Filters: Subject:"Reading" School Or College:"College of Education" Department:"Educational Psychology" Collection:"ir_etd"
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| Title | Author | Subject | Description | Date | ||
|---|---|---|---|---|---|---|
| 1 |  | The effects of the taped-problems time-delay intervention to teach sight words using an Ipod | Pummel, Mary Beth Lindsay | Intervention; iPod; Reading; Sight words; Taped-problems; Time-delay; Educational psychology; Literacy; Reading instruction; Educational technology | The current study is an extension of the research literature using time-delay taped-words intervention to teach sight words. An iPod Touch delivered the time-delay taped-words intervention to second grade students who had been identified as at risk for reading difficulties. This study utilized a res... | 2011-11 |
| 2 |  | Integration of comprehension and metacomprehension using narrative texts | Keener, Matt C. | Comprehension; Metacognition; Metacomprehension; Monitoring; Narrative; Reading | The purpose of the present research was to investigate text; comprehension of narrative text;s at varying levels of comprehension and examine how metacomprehension varies as a function of the level of comprehension when making retrospective (posttest) confidence judgments of performance. Using Kint... | 2011-08 |
| 3 |  | Reading comprehension assessments: effect of epistemic beliefs on text; availability and question type | Splinter, Adrienne Farley | Assessments; Epistemic beliefs; Individual differences; Reading; Test structure | This study used Kintsch's Construction Integration (CI) Model as a context; for investigating reading comprehension assessment and its relationship to epistemic beliefs. Specifically, questions tied to levels of representation delineated in the CI model were used to investigate how individual differ... | 2011-08 |
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