Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
03–496 Basil, C. (Universitat de Barcelona, Spain) and Reyes, S. Acquisition of literacy skills by children with severe disability . Child Language Teaching and Therapy (London, UK), 19 , 1 (2003), 27–48. 03–497 Bimmell, Peter (Universiteit van Amsterdam, Holland). Strategisch lesen lernen in der Fremdsprache . [Learning to read strategically in a foreign language.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13 , 1 (2002), 113–141. 03–498 Casanave, C. P. (Teachers College Columbia, Japan); Email : casanave@redshift.com ). Multiple uses of Applied Linguistics literature in a multidisciplinary graduate EAP class . ELT Journal , 57 , 1 (2003), 43–50. 03–499 Cheng, Yuh-show (National Taiwan Normal U.). Factors associated with foreign language writing anxiety . Foreign Language Annals (New York, USA), 33 , 5 (2002), 647–656. 03–500 Cotterall, S. ( Email : sara.cotterall@vuw.ac.nz ) and Cohen, R. (Victoria University of Wellington, New Zealand). Scaffolding for second language writers: producing an academic essay . ELT Journal , 57 , 2 (2003), 158–166. 03–501 de Serres, Linda (U. of Trois-Rivières, Québec, Canada). Stratégies de lecture en français L1 et en anglais L2 chez des universitaires diplômés: aspects quantitatifs . [Reading strategies in graduate university students with L1 French and L2 English: quantitative aspects.] The Canadian Journal of Applied Linguistics , 6 , 1 (2003), 31–51. 03–502 Droop, Mienke and Verhoeven, Ludo (U. of Nijmegen, NL). Language proficiency and reading ability in first- and second-language learners . Reading Research Quarterly (Newark, USA), 38 , 1 (2003), 78–103. 03–503 Gillon, Gail T. (U. of Canterbury, New Zealand; Email : g.gillon@spth.canterbury.ac.nz ). Follow-up study investigating the benefits of phonological awareness intervention for children with spoken language impairment . International Journal of Language and Communication Disorders (London, UK), 37 , 4 (2002), 381–400. 03–504 Gu, Peter Yongqi (Nanyang Technological University). Fine Brush and Freehand: The Vocabulary-Learning Art of Two Successful Chinese EFL learners . TESOL Quarterly , 37 , 1 (2003), 73–104. 03–505 Kamhi-Stein, Lía D. (California State University, USA). Reading in Two Languages: How Attitudes Toward Home Language and Beliefs About Reading Affect the Behaviors of “Underprepared” L2 College Readers . TESOL Quarterly , 37 , 1 (2003), 35–71. 03–506 Mahfoudhi, Abdessatar (U. Ottawa, Canada). Writing processes of EFL students in argumentative essays: a case study . ITL Review of Applied Linguistics (Leuven, Belgium), 139–140 (2003), 153–190. 03–507 Martin, Michelle E. and Byrne, Brian (U. of New England, NSW, Australia). Teaching children to recognise rhyme does not directly promote phonemic awareness . British Journal of Educational Psychology (Leicester, UK), 72 (2002), 561–572. 03–508 Miller, Carol (U. of Birmingham, UK; Email : c.j.miller@bham.ac.uk ), Lacey, Penny and Layton, Lyn. Including children with special educational needs in the Literacy Hour: a continuing challenge . British Journal of Special Education (Oxford, UK), 30 , 1 (2003), 13–20. 03–509 Schoonen, R. (U. of Amsterdam, NL), Gelderen, A.v., Glopper, K.d., Hulstijn, J., Simis, A., Snellings, P. and Stevenson, M. First Language and Second Language Writing: The Role of Linguistic Knowledge, Speed of Processing, and Metacognitive Knowledge . Language Learning (Clevdon, UK), 53 , 1 (2003), 165–202. 03–510 Suh, Jae-Suk (Keimyung U.). Effectiveness of CALL writing instruction: The voices of Korean EFL learners . Foreign Language Annals (New York, USA), 35 , 6 (2002), 669–679. 03–511 Taylor, M. E. (University of the West Indies, Jamaica). Using collateral material to improve writing performance . ELT Journal , 57 , 2 (2003), 149–157. 03–512 Wall, Kate (U. of Newcastle upon Tyne, UK; Email : Kate.Wall@ncl.ac.uk ). Pupils with special needs and the National Literacy Strategy: an analysis of the literature . Support for Learning (Oxford, UK), 18 , 1 (2003), 35–41. 03–513 Wenyu Wang (Nanjing U., China; Email : wywang@nju.edu.cn ) and Qiufang Wen. L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers . Journal of Second Language Writing (Orlando, FL, USA), 11 (2002), 225–246.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it