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  1. Инглиз ва ўзбек тилларида экспрессивликнинг ифода этилиши
    Autor*in: Самигова, Хушнуда
    Erschienen: 2019
    Verlag:  GlobeEdit, Saarbrücken

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    Quelle: Verbundkataloge
    Sprache: Usbekisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9786139418480; 6139418488
    Weitere Identifier:
    9786139418480
    Auflage/Ausgabe: 1. Auflage
    Weitere Schlagworte: (Produktform)Electronic book text; Филология; языки; английский; узбекский; выразительность; выражения; Хушнуда Самигова; забонҳо; англисӣ; ӯзбекӣ; тарҷума; экспрессионизм; ибораҳо; Philology; Languages; English; Uzbek; translation; expressiveness; Expressions; (VLB-WN)1564: Englische Sprachwissenschaft, Literaturwissenschaft
    Umfang: Online-Ressource, 112 Seiten
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    Vom Verlag als Druckwerk on demand und/oder als E-Book angeboten
  2. Стилістичні особливості прози Дена Брауна в аспекті перекладу
    Autor*in: Шевченко, Віталіна
    Erschienen: 2019
    Verlag:  LAP LAMBERT Academic Publishing, Saarbrücken

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  3. From A to Z
    effects of a 2nd-grade reading intervention program for struggling readers
    Autor*in: Lopes, João; Martins, Pedro S.; Oliveira, Célia; Ferreira, João; Oliveira, João Tiago; Crato, Nuno
    Erschienen: [2024]
    Verlag:  Global Labor Organization (GLO), Essen

    Many children in primary grades show difficulties with reading fluency, hardly reading text or doing it effortfully and fruitlessly, making intervention programs for struggling readers a priority for researchers and schools. This paper analyzes the... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 565
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    Many children in primary grades show difficulties with reading fluency, hardly reading text or doing it effortfully and fruitlessly, making intervention programs for struggling readers a priority for researchers and schools. This paper analyzes the results of a reading intervention program for 182 second grade struggling readers from public schools. Students received a multi-component program, including repeated readings, word recognition, morphological analysis, text interpretation, and writing skills. Participants received about fifty 45-minute intervention sessions over the school year. Using a difference-in-differences, quasi-experimental within-group longitudinal design (three-point measurements), we found that the intervention group progressed significantly faster than a classmate control group in all reading outcomes (speed, accuracy, and expressiveness). By the end of the school year, differences between the intervention and control groups in accuracy and expressiveness become small but are still large in reading speed.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/282317
    Schriftenreihe: GLO discussion paper ; no. 1394
    Schlagworte: struggling readers; intervention program; reading speed; accuracy; expressiveness; difference-in-differences
    Umfang: 1 Online-Ressource (circa 32 Seiten), Illustrationen