Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "reading performance" wg kryterium: Temat

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-7 z 7
    Tytuł:
    The Effect of Parental Characteristics and Home Resources on Reading Performance of 15-Year Old Students in the Philippines
    Autorzy:
    Prudencio Calica, Melissa
    Powiązania:
    https://bibliotekanauki.pl/articles/1963995.pdf
    Data publikacji:
    2020-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    parental characteristics
    home resources
    reading performance
    Opis:
    This paper examines the effects of parental characteristics and home resources on reading performance of 15-year-old Filipino students using the 2018 International Assessment Program (PISA) Philippine dataset. Results revealed that the multiple linear regression model statistically significantly predicted reading performance. Parental education, parental occupational status, home educational resources, cultural possessions, and home ICT resources were found to be significant predictors of reading performance. With the Philippines ranking lowest on PISA reading performance, the results show that family variables are essential factors to consider. This study also provides empirical evidence of cultural capital importance in examining variations in educational outcomes.
    Źródło:
    The New Educational Review; 2020, 62; 67-79
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Enhancing learners emotions in an L2 context through emotionalized dynamic assessment
    Autorzy:
    Abdolrezapour, Parisa
    Tavakoli, Mansoor
    Ketabi, Saeed
    Powiązania:
    https://bibliotekanauki.pl/articles/780695.pdf
    Data publikacji:
    2013-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    dynamic assessment
    emotion
    emotional intelligence
    language learning
    motivation
    reading performance
    Opis:
    The aim of this study was to gain more in-depth understanding of students’ emotions in an EFL context by applying dynamic assessment (DA) procedures to the development of learners’ emotional intelligence. The study with 50 intermediate learners aged 12-15 used three modalities: a control group, which was taught under institute’s normal procedures; a comparison group, which received DA; and an experimental group, which received emotionalized dynamic assessment (EDA) procedures, in the form of an intervention focusing on emotional characteristics of Goleman's emotional intelligence framework with the express purpose of inducing them to work with their emotions. The study shows the potential of EDA for increasing one’s emotional intelligence and affords practical guidelines to language teachers as to how to incorporate behaviors relating to emotional intelligence into assessment procedures.
    Źródło:
    Studies in Second Language Learning and Teaching; 2013, 3, 2; 213-243
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A rehabilitation programme to increase reading performance in adults with a vision impairment
    Program rehabilitacji realizowany w celu zwiększenia efektywności czytania u dorosłych z uszkodzeniem wzroku
    Autorzy:
    Růžičková, Kamila
    Bendova, Petra
    Růžička, Ivan
    Powiązania:
    https://bibliotekanauki.pl/articles/468134.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
    Tematy:
    vision impairment
    vision rehabilitation
    vision training programme
    reading skills
    reading performance
    adults with vision impairments
    Opis:
    This research attempted to establish the content validity of an experimental rehabilitation programme which was carried out in order to show an increase in reading performance – the Reading Performance Vision Rehabilitation Programme (or the RPVRP). The programme was tested on adults with low vision (severe and profound) in the Czech Republic. The following methods of experimental testing were used: reading speed, number of mistakes, and the ability to use obtained information (pretest, posttest No. 1, posttest No. 2) for evaluating the level of increase in reading skills. Results: Our findings confirm that the experimental Reading Performance Vision Rehabilitation Programme significantly influenced the effectivity of using vision potential and increased reading performance in the investigated cases.
    Źródło:
    Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica; 2012, 5; 18-27
    2084-5596
    Pojawia się w:
    Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    An investigation of Chinese university EFL learners foreign language reading anxiety, reading strategy use and reading comprehension performance
    Autorzy:
    Lu, Zhongshe
    Liu, Meihua
    Powiązania:
    https://bibliotekanauki.pl/articles/780819.pdf
    Data publikacji:
    2015-03-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    FL reading anxiety
    FL reading strategy use
    FL reading comprehension performance
    Opis:
    The present study explored the interrelations between foreign language (FL) reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a) Both Foreign Language Reading Anxiety Scale (FLRAS) and Foreign Language Reading Strategy Use Scale (FLRSUS) had important subcomponents, (b) more than half of the students generally did not feel anxious when reading English, and were confident in and satisfied with their English reading proficiency. Meanwhile, (c) more than half of them moderately used different types of reading strategies such as planning, checking and confirming, predicting and assessing, when reading English, (d) compared with their female peers, male students felt significantly more anxious when facing reading activities, less satisfied with their English reading proficiency, and used specific analyzing and planning strategies significantly less often during a reading activity, (e) FLRAS was significantly inversely related to FLRSUS, and both were significantly correlated with the students’ FL reading comprehension performance, and (f) FLRAS (overall FL reading anxiety), FLRAS1 (general anxiety about FL reading), and FLRSUS2 (predicting strategies) were good predictors of FL reading comprehension performance. Based on the findings, some implications are discussed.
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 1; 65-85
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Lecture et sens chez Pascal Quignard (La Suite des chats et des ânes, La Rive dans le noir, Performances de ténèbres)
    Autorzy:
    Gauthier, Patricia
    Powiązania:
    https://bibliotekanauki.pl/articles/559908.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    Quignard
    reading
    lectio
    lecture
    performance
    meaning
    stage
    Opis:
    Reading and Meaning in Pascal Quignard’s work Pascal Quignard makes reading the very core of his work, drawing on his erudition to feed its content. It is not, however, to be viewed as a scholarly process to legitimize the construction of a discourse. For he is always wary of any construction of meaning and consistently exposes the illusion of Logos and reason. On the contrary, his work is aimed at deconstructing their hold on them. In La Suite des chats et des ânes, Quignard recounts the lecture given to Mireille Calle-Gruber’s students at the Sorbonne, in which he comments on the writing of his novel Les Solidarités mystérieuses. What we mean to do is follow this lesson in order to trace the meaning of the readings at work in writing.
    Źródło:
    Orbis Linguarum; 2018, 50; 199-209
    1426-7241
    Pojawia się w:
    Orbis Linguarum
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The effect of extensive reading on Algerian university students’ writing performance
    Autorzy:
    Ouafi, Abir
    Powiązania:
    https://bibliotekanauki.pl/articles/605458.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    Keywords: Extensive reading
    Writing performance
    Algerian EFL students
    literacy skills
    reading-writing connections.
    Opis:
    Der Band enthält die Abstracts ausschließlich in englischer Sprache.
    This paper investigates the effect of extensive reading on first year Algerian university students’ writing performance. An experiment was designed with two groups. The experimental group had to read 12 stories over three months. The control group received no treatment. Both groups were pre-tested and post-tested, and the subjects’ writing compositions were marked using the TEEP Attribute Writing Scale. The results suggest a positive effect of the Extensive Reading Programme, as the experimental group outscored the control one on the narrative paragraph writing test. The integration of extensive reading into the first year writing syllabus was proposed.
    Le numéro contient uniquement les résumés en anglais.
    Źródło:
    Lublin Studies in Modern Languages and Literature; 2019, 43, 3
    0137-4699
    Pojawia się w:
    Lublin Studies in Modern Languages and Literature
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A Reading of Community
    Czytanie wspólnot
    Autorzy:
    Seiler, Nina
    Powiązania:
    https://bibliotekanauki.pl/articles/34112080.pdf
    Data publikacji:
    2021
    Wydawca:
    Polska Akademia Nauk. Instytut Sztuki PAN
    Tematy:
    filozofia
    wspólnota
    czytanie
    pisanie
    Jean-Luc Nancy
    performans
    afekty
    tożsamość
    philosophy
    community
    writing
    reading
    performance
    affects
    identity
    Opis:
    The thinking about the idea, forms and practices of communitas has developed a specific discourse in political philosophical writing since the 1980s. This paper retraces the ways in which Jean-Luc Nancy established a “community of writing [and] the writing of community,” how in his view community compears with philosophical writing. Taking Nancy’s discussion as a ground line, the author modulates the perspective on writing—as both text and practice—and focuses on the confrontation with community in reading. By poetologically tackling Nancy’s essay “The Confronted Community” (2001), she investigates into the text’s performing of community and the affective interaction between text and corporeality. Her reading of Nancy’s writing thus activates not only its ecstatic valences leading towards the proposed community of those who have no community; it also uncovers the aesthetic, social and political implications that emanate from Nancy’s writing in this situated reading. Therefore, this paper analytically retraces the textual micro-performances of community in writing as a performative confrontation entailed in reading.
    Rozważania dotyczące idei, form i praktyk communitas tworzą od lat osiemdziesiątych XX wieku osobny dyskurs filozoficznopolityczny. Artykuł jest refleksją nad tym, w jaki sposób Jean-Luc Nancy ustanawia „wspólnotę pisania [i] pisanie wspólnoty”, jak w jego ujęciu wspólnota „współ-zjawia się” z pisarstwem filozoficznym. Wychodząc od refleksji Nancy’ego, autorka modyfikuje spojrzenie na pisanie – zarówno jako tekst, jak i praktykę – by skupić się na konfrontacji ze wspólnotą w czytaniu. Poprzez poetologiczny rozbiór eseju La Communauté affrontée (2001) bada tekstualną inscenizację wspólnoty i afektywną interakcję między tekstem a cielesnością. Jej osobista lektura nie tylko aktywizuje ekstatyczny potencjał pisarstwa Nancy’ego prowadzący ku postulowanej wspólnocie tych, którzy nie mają wspólnoty, lecz także ujawnia jego estetyczne, społeczne i polityczne implikacje. Artykuł analitycznie rekonstruuje zatem tekstualne mikroperformanse wspólnoty w pisaniu jako performatywną konfrontację wpisaną w czytanie.
    Źródło:
    Pamiętnik Teatralny; 2021, 70, 3; 57-72
    0031-0522
    2658-2899
    Pojawia się w:
    Pamiętnik Teatralny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies