The present project makes a tentative attempt in the development of reading scales with a synthesis of literature on cognitive abilities and reading theories.
The reduction of items in each test according to the Rasch model criteria enabled the development of reading comprehension tests that are time saving for teachers and researchers, without compromising the assessment of the latent trait.
The present study set out to examine formal SBI at university-level language classrooms with a particular focus on the development of reading skill as well as emotional-social abilities of the pupils.
Two dimensions were identified to depict the development of reading proficiency quantity and quality, with the former stipulating how many things language learners can do while the latter describes the accuracy, fluency, or confidence that learners can do them.
Using a case study design, an inquiry project-based learning (PBL) approach, with the collaboration between three types of teachers and the school librarian was implemented to support the development of reading abilities and interests of students in a primary school in Hong Kong.
In accordance to Boudon's structural-individualistic action model, it is the aim of this paper to investigate the casual effects of individual abilities, resources of the parental home, socially selective educational transitions as well as teaching and learning conditions in schools on the development of reading literacy and its dispersion in respect of social origin.
Determining whether impaired anchoring during preschool could play a causal role in the development of reading problems upon school entry requires further studies with children who are at risk of developing reading difficulties due to family history or the presence of language deficits.
The mechanism for this association, then, may be one in which abstract abilities involving the extraction of information from rule-based systems aid the development of reading expertise rather than one in which better semantic representations facilitate reading performance.
By piecing together findings from archaeological digs, references from literary texts and even epitaphs relating to libraries, he offered a succinct view of the development of reading, writing and book collecting in Mesopotamia, Greece and the Roman Empire.
In these pages Mr. Casson offers a succinct account of the development of reading, writing and book collecting in Mesopotamia, Greece and the Roman Empire, piecing together his story from archaeological excavations, references found in literary texts and even inscriptions and epitaphs relating to libraries and library donations.
