Andere Kunden interessierten sich auch für
![Reading comprehension and its influence on the academic performance of students.]( "Reading comprehension and its influence on the academic performance of students.")
Reading comprehension and its influence on the academic performance of students.26,99 €![Enhancing ESL Learners' Understanding of Reading Comprehension]( "Enhancing ESL Learners' Understanding of Reading Comprehension")
Enhancing ESL Learners' Understanding of Reading Comprehension44,99 €![Effect of Critical Thinking on EFL Learners¿ Reading Comprehension]( "Effect of Critical Thinking on EFL Learners¿ Reading Comprehension")
Effect of Critical Thinking on EFL Learners¿ Reading Comprehension36,99 €![An Evaluation of EAP Reading Comprehension Texts with Authentic texts]( "An Evaluation of EAP Reading Comprehension Texts with Authentic texts")
An Evaluation of EAP Reading Comprehension Texts with Authentic texts40,99 €![On Reading in Trilingual Learners]( "On Reading in Trilingual Learners")
On Reading in Trilingual Learners59,95 €![Predicting Item Difficulty in a Reading Test]( "Predicting Item Difficulty in a Reading Test")
Predicting Item Difficulty in a Reading Test64,20 €![Teaching Reading Skills through Small Group Interaction Techniques]( "Teaching Reading Skills through Small Group Interaction Techniques")
Teaching Reading Skills through Small Group Interaction Techniques61,99 €
This book is the result of research carried out between 2011 and 2015 on strategies for reading comprehension with 6th grade students. It was based on experimental research in psycholinguistics with a group of students from Ibirama, in Santa Catarina, in the form of a workshop in 2014 as part of an outreach project run by the Federal Institute of Santa Catarina. The thirty 6th grade students were divided into an experimental group (EG) and a control group (CG). The experiment was divided into three stages: diagnosis, workshop and post-test. The diagnosis was designed to outline the students' profile as readers, list the reading strategies they used and their reading comprehension skills. The workshop took place only with the EG, over ten meetings using instructional reading activities focused on teaching strategies. After the workshop, a post-test was administered to analyze whether there had been any changes in the competence and use of strategies by the EG and CG participants.