Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Linguistics | 2 |
| Sentence Structure | 2 |
| Academic Achievement | 1 |
| Academic Discourse | 1 |
| Brain | 1 |
| Data Analysis | 1 |
| English (Second Language) | 1 |
| Experiments | 1 |
| Form Classes (Languages) | 1 |
| History Instruction | 1 |
| Literacy | 1 |
| More ▼ | |
Author
| Kemmerer, David | 1 |
| Price, Karen | 1 |
| Way, Heather | 1 |
| Weber-Fox, Christine | 1 |
| Zdanczyk, Cynthia | 1 |
| de Oliveira, Luciana C. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Descriptive | 2 |
Education Level
| Grade 10 | 1 |
| Grade 11 | 1 |
| Grade 8 | 1 |
| Secondary Education | 1 |
Audience
Location
| California | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkde Oliveira, Luciana C. – History Teacher, 2010
The ability to read is well-recognized as essential to being successful in school history. To be able to read history textbooks effectively, students can be made aware of some features typical of history discourse. Knowledge of how nominal groups are functional in history discourse can help students and teachers engage with the meanings presented…
Descriptors: Reading Ability, Predictor Variables, Academic Achievement, Textbooks
Kemmerer, David; Weber-Fox, Christine; Price, Karen; Zdanczyk, Cynthia; Way, Heather – Brain and Language, 2007
Event-related brain potentials (ERPs) were recorded while participants read and made acceptability judgments about sentences containing three types of adjective sequences: (1) normal sequences--e.g., "Jennifer rode a huge gray elephant"; (2) reversed sequences that violate grammatical-semantic constraints on linear order--e.g., *"Jennifer rode a…
Descriptors: Form Classes (Languages), Sentences, Semantics, Sentence Structure
