which contained a story appropriate to the children's reading level, a toy that matched the story, and a blank journal with a question related to story written on the opening page. A quasi-experimental research design was employed using four intact classes, two comparison (n 88) and two experimental (n 83) classes. The Language Teacher, 25(8 26-28. The resulting lists are analyzed in terms of the kinds of words listed, the accuracy of the glosses, and the probable reasons for misinterpretation; the analysis is considered in relation to data collected in protocols and a translation task. Rouault, G, (2017).The effectiveness and efficiency of extensive reading at developing reading rates, System, 70, 92-106.
It should give enough information to help a reader decide whether to read the complete work. Automatic works cited and bibliography formatting for MLA, APA and Chicago/Turabian citation styles. Now supports 7th edition of MLA. BibMe Free Bibliography & Citation Maker - MLA, APA, Chicago, Harvard.
Results indicate that while both the control group (NO SSR) and experimental group (Integrated SSR) made gains in overall proficiency as measured through cloze, as well as improvements in spelling, the Integrated SSR group clearly and significantly made greater gains. Data were collected from multiple sources to enhance the credibility of the study, that is, classroom observation including field notes and audio recordings, learner diaries, and interviews. Guide to the HBJ Pyramid Reading Series. The approach capitalizes on children's love for stories and the belief that effective learning takes place at the point of interest. Two classes were instructed using a skill-based approach and the other two classes were exposed to an extensive reading for pleasure approach. But computer processing also points to solutions to this problem. ELT Journal Advance Access published August 20, 2008. There are systematic vocabulary-building exercises in conjunction with the reading. Journal of Multilingual and Multicultural Development, 17, 163-168. The study also looks at the use of cognitive and social-affective strategies during subjects' extensive reading.