Abstracts: Reading & writing
Notice bibliographique
Résumé
07–562Al-Jarf, Reima Sado (King Saud U, Saudi Arabia; reima2000_sa@yahoo.com ), Processing of advertisements by EFL college students. The Reading Matrix ( Readingmatrix.com ) 7.1 (2007), 132–140. 07–563Alkire, Scott (San Jose State U, California, USA; scott.alkire@sjsu.edu ) & Andrew Alkire, Teaching literature in the Muslim world: A bicultural approach. TESL-EJ ( http://www.tesl-ej.org ) 10.4 (2007), 13 pp. 07–564Belcher, Diane (Georgia State U, USA; dbelcher1@gsu.edu ), Seeking acceptance in an English-only research world. Journal of Second Language Writing (Elsevier) 16.1 (2007), 1–22. 07–565Bell, Joyce (Curtin U, Australia; Joyce.Bell@curtin.edu.au ), Reading practices: Postgraduate Thai student perceptions. The Reading Matrix ( Readingmatrix.com ) 7.1 (2007), 51–68. 07–566Bndaka, Eleni ( ebintaka@sch.gr ), Using newspaper articles to develop students' reading skills in senior high school. The Reading Matrix ( Readingmatrix.com ) 7.1 (2007), 166–175. 07–567Coiro, Julie & Elizabeth Dobler, Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly (International Reading Association) 42.2 (2007), 214–257. 07–568Cole, Simon (Daito Bunka U, Japan), Consciousness-raising and task-based learning in writing. The Language Teacher (Japan Association for Language Teaching) 31.1 (2007), 3–8. 07–569Commeyras, Michelle & Hellen N. Inyega, An Integrative review of teaching reading in Kenyan primary schools. Reading Research Quarterly (International Reading Association) 42.2 (2007), 258–281. 07–570Compton-Lilly, Catherine (U Wisconsin–Madison, USA), The complexities of reading capital in two Puerto Rican families. Reading Research Quarterly (International Reading Association) 42.1 (2007), 72–98. 07–571Duffy, John (U Notre Dame, Notre Dame, USA), Recalling the letter: The uses of oral testimony in historical studies of literacy. Written Communication (Sage) 24.1 (2007), 84–107. 07–572Dyehouse, Jeremiah (U Rhode Island, USA), Knowledge consolidation analysis: Toward a methodology for studying the role of argument in technology development. Written Communication (Sage) 24.2 (2007), 111–139. 07–573Godley, Amanda J., Brian D. Carpenter (U Pittsburgh, USA) & Cynthia A. Werner, ‘I'll speak in proper slang’: Language ideologies in a daily editing activity. Reading Research Quarterly (International Reading Association) 42.1 (2007), 100–131. 07–574Guénette, Danielle (U du Québec, Canada; guenette.daniele@uqam.ca ), Is feedback pedagogically correct? Research design issues in studies of feedback on writing. Journal of Second Language Writing (Elsevier) 16.1 (2007), 40–53. 07–575Gutiérrez-Palma, Nicolás (U de Jaén, Spain; ngpalma@ujaen.es ) & Alfonso Palma Reves (U Granada, Spain), Stress sensitivity and reading performance in Spanish: A study with children. Journal of Research in Reading (Blackwell) 30.2 (2007), 157–168. 07–576Hu, Guangwei (Nanyang Technical U, Singapore; guangwei.hu@nie.edu.sg ), Developing an EAP writing course for Chinese ESL students. RELC Journal (Sage) 38.1 (2007), 67–86. 07–577Hunt, George (U Edinburgh, UK; george.hunt@ed.ac.uk ), Failure to thrive? The community literacy strand of the Additive Bilingual Project at an Eastern Cape community school, South Africa. Journal of Research in Reading (Blackwell) 30.1 (2007), 80–96. 07–578Jiang, Xiangying & William Grabe (Northern Arizona U, USA), Graphic organizers in reading instruction: Research findings and issues. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 34–55. 07–579Jin Bang, Hee & Cecilia Guanfang Zhao (New York U, USA; heejin.bang@nyu.edu ), Reading strategies used by advanced Korean and Chinese ESL graduate students: A case study. The Reading Matrix ( Readingmatrix.com ) 7.1 (2007), 30–50. 07–580Keshavarz, Mohammad Hossein, Mahmoud Reza Atai (Tarbiat Moallem U, Iran) & Hossein Ahmadi, Content schemata, linguistic simplification, and EFL readers' comprehension and recall. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 19–33. 07–581Kirkgöz, Yasemin (Çukurova U, Turkey; ykirkgoz@cu.edu.tr ), Designing a corpus based English reading course for academic purposes. The Reading Matrix ( Readingmatrix.com ) 6.3 (2006), 281–298. 07–582Kolić-Vehovec, Svjetlana & Iqor Bajšanski (U Rijeka, Crotia; skolic@ffri.hr ), Comprehension monitoring and reading comprehension in bilingual students. Journal of Research in Reading (Blackwell) 30.2 (2007), 198–211. 07–583Li, Yongyan, Apprentice scholarly writing in a community of practice: An intraview of an NNES graduate student writing a research article. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 55–79. 07–584Marianne (Victoria U Wellington, New Zealand; m.marianne@vuw.ac.nz ), A comparative analysis of racism in the original and modified texts ofThe Cay. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 56–68. 07–585Marsh, Charles (U Kansas, Lawrence, USA), Aristotelian causal analysis and creativity in copywriting: Toward a rapprochement between rhetoric and advertising. Written Communication (Sage) 24.2 (2007), 168–187. 07–586Mellard, Daryl, Margaret Becker Patterson & Sara Prewett, Reading practices among adult education participants. Reading Research Quarterly (International Reading Association) 42.2 (2007), 188–213. 07–587Mishra, Ranjita (U London, UK) & Rhona Stainthorp, The relationship between phonological awareness and word reading accuracy in Oriya and English: A study of Oriya-speaking fifth-graders. Journal of Research in Reading (Blackwell) 30.1 (2007), 23–37. 07–588Naq, Sonali (The Promise Foundation, India; sonalinag@t-p-f.org ), Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading (Blackwell) 30.1 (2007), 7–22. 07–589Pretorius, Elizabeth & Deborah Maphoko Mampuru (U South Africa, South Africa; pretoej@unisa.ac.za ), Playing football without a ball: Language, reading and academic performance in a high-poverty school. Journal of Research in Reading
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,003 | 0,004 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,009 | 0,005 |
| Science ouverte | 0,002 | 0,004 |
| Intégrité de la recherche | 0,002 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,848 | 0,841 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».