Abstracts: Reading & writing
Notice bibliographique
Résumé
07–562 Al-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. 07–563 Alkire, 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. 07–564 Belcher, 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. 07–565 Bell, 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. 07–566 Bndaka, 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. 07–567 Coiro, 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. 07–568 Cole, 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. 07–569 Commeyras, 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. 07–570 Compton-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. 07–571 Duffy, 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. 07–572 Dyehouse, 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. 07–573 Godley, 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. 07–574 Guénette, 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. 07–575 Gutiérrez-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. 07–576 Hu, 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. 07–577 Hunt, 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. 07–578 Jiang, 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. 07–579 Jin 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. 07–580 Keshavarz, 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. 07–581 Kirkgöz, 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. 07–582 Kolić-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. 07–583 Li, 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. 07–584 Marianne (Victoria U Wellington, New Zealand; m.marianne@vuw.ac.nz ), A comparative analysis of racism in the original and modified texts of The Cay . Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 56–68. 07–585 Marsh, 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. 07–586 Mellard, Daryl, Margaret Becker Patterson & Sara Prewett , Reading practices among adult education participants . Reading Research Quarterly (International Reading Association) 42.2 (2007), 188–213. 07–587 Mishra, 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. 07–588 Naq, 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. 07–589 Pretorius, 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 distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
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 tête enseignante, 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 ».