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Bautista, Judy Cañero; Gutierrez, Merry Ruth Morauda – RELC Journal: A Journal of Language Teaching and Research, 2022
Contemporary society demands from individuals new and relevant literacies that go beyond the basics of reading and writing. Furthermore, texts now appear less confined to a single semiotic resource. The proliferation of different forms of communication like visuals, among others, encourages people to use literacy in multiple modalities.…
Descriptors: Grounded Theory, Reading Comprehension, English (Second Language), Second Language Learning
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Silvestri, Julia; Wang, Ye – American Annals of the Deaf, 2018
The purpose of the study was to uncover and describe psycholinguistic and sociocognitive factors facilitating effective reading by signing adults who are profoundly deaf and do not use hearing technology. The sample comprised four groups, each consisting of 15 adults, for a total of 60 participants. The four groups were "deaf…
Descriptors: Grounded Theory, Adults, Deafness, Reading Instruction
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Williamson, Pamela; Carnahan, Christina R.; Jacobs, Jennifer A. – Exceptional Children, 2012
Using a constructivist grounded theory approach, this study sought to understand what influences reading comprehension and how meaning is made from text among high-functioning individuals with autism spectrum disorder (ASD). Using a think-aloud procedure, 13 individuals ages 7-13 with ASD read 16 passages at their instructional reading level.…
Descriptors: Grounded Theory, Constructivism (Learning), Reading Comprehension, Protocol Analysis
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Benson, Sheila – Adult Basic Education and Literacy Journal, 2010
This article examines the case of an adult reader who has developed literacy practices that represent a wide range of authentic, personally and professionally motivated purposes for reading and writing. Despite this wide range of literacy practices, however, and despite the opportunities they have opened for him, Joseph (his chosen pseudonym)…
Descriptors: Reading Comprehension, Illiteracy, Adult Literacy, Self Concept
Li, Hongli – ProQuest LLC, 2011
Using a sequential mixed-methods design, this study examined the differences between two native language groups--those with an East Asian language background and those with a Romance language background--in regard to reading subskills as represented in the Michigan English Language Assessment Battery (MELAB) reading test, so as to provide…
Descriptors: Language Minorities, Language Usage, Native Language, Asians
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Yau, Jia-ling Charlene – Metacognition and Learning, 2009
Integrating both quantitative and qualitative approaches, this study examined the knowledge and application of strategic reading among Taiwanese adolescents learning to read English as a foreign language. A total of 144 Grade 11 students participated in this study. Correlational analysis and t-tests were applied to analyzing quantitative data,…
Descriptors: Grounded Theory, Reading Comprehension, Protocol Analysis, Reading Strategies