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An Analysis of the Components of Dia...

ProQuest Information and Learning Co.

An Analysis of the Components of Dialogic Reading.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An Analysis of the Components of Dialogic Reading./
作者:	Daro, Alexandra M.
面頁冊數:	1 online resource (45 pages)
附註:	Source: Masters Abstracts International, Volume: 57-05.
Contained By:	Masters Abstracts International57-05(E).
標題:	Developmental psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355863895

An Analysis of the Components of Dialogic Reading.
Daro, Alexandra M.

An Analysis of the Components of Dialogic Reading. - 1 online resource (45 pages)

Source: Masters Abstracts International, Volume: 57-05.

Thesis (M.A.)--University of Nebraska at Omaha, 2018.

Includes bibliographical references

Intended to fill a gap in the research on Dialogic Reading, this thesis investigated a reading intervention, comparing two components, evocative and feedback techniques, to better understand their effectiveness. This study (n = 41) also looked at the effect of using two different types of novel vocabulary assessment, expressive and receptive, as well as the effect of time. Controlling for children's beginning language skill using raw scores on the Expressive One-Word Picture Vocabulary Test, main effects and interaction effects were estimated. Although no support was found for the main effects or the interaction effect, children's scores on the receptive test of novel vocabulary acquisition were significantly higher than their scores on the expressive test of novel vocabulary acquisition, suggesting that they were learning the novel foreign language labels. There was no difference in the effect of time. Implications and future directions are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355863895Subjects--Topical Terms:

557458
Developmental psychology.
Index Terms--Genre/Form:

554714
Electronic books.

An Analysis of the Components of Dialogic Reading.
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500 $a Source: Masters Abstracts International, Volume: 57-05.
500 $a Adviser: Brigette O. Ryalls.
502 $a Thesis (M.A.)--University of Nebraska at Omaha, 2018.
504 $a Includes bibliographical references
520 $a Intended to fill a gap in the research on Dialogic Reading, this thesis investigated a reading intervention, comparing two components, evocative and feedback techniques, to better understand their effectiveness. This study (n = 41) also looked at the effect of using two different types of novel vocabulary assessment, expressive and receptive, as well as the effect of time. Controlling for children's beginning language skill using raw scores on the Expressive One-Word Picture Vocabulary Test, main effects and interaction effects were estimated. Although no support was found for the main effects or the interaction effect, children's scores on the receptive test of novel vocabulary acquisition were significantly higher than their scores on the expressive test of novel vocabulary acquisition, suggesting that they were learning the novel foreign language labels. There was no difference in the effect of time. Implications and future directions are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Developmental psychology. $3 557458
655 7 $a Electronic books. $2 local $3 554714
690 $a 0620
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Nebraska at Omaha. $b Psychology. $3 1194327
773 0 $t Masters Abstracts International $g 57-05(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10791329 $z click for full text (PQDT)

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