Abstracts: Reading & writing
Bibliographic record
Abstract
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
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.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.009 | 0.005 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.848 | 0.841 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".