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“Text And Context : Cross-disciplinary Perspectives On Language Study” Metadata:

• Title: ➤  Text And Context : Cross-disciplinary Perspectives On Language Study
• Language: English

Edition Identifiers:

• Internet Archive ID: bwb_T3-BYH-171

“ERIC ED656099: Teacher Candidates' Views On The "Text Analysis Methods" Course In The Context Of Language And Literature Education” Metadata:

• Title: ➤  ERIC ED656099: Teacher Candidates' Views On The "Text Analysis Methods" Course In The Context Of Language And Literature Education
• Author: ERIC
• Language: English

“ERIC ED656099: Teacher Candidates' Views On The "Text Analysis Methods" Course In The Context Of Language And Literature Education” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Mesut Bulut Preservice Teachers - Teacher Education Programs - Teaching Methods - Course Content - Turkish - Native Language Instruction - Literature - Text Structure - Course Descriptions - Reading Comprehension - Literature Appreciation - Critical Thinking - Critical Reading - Thinking Skills - Learning Experience - Instructional Effectiveness - Foreign Countries - Literary Criticism - Language Teachers

Edition Identifiers:

• Internet Archive ID: ERIC_ED656099

“Language, Text And Context : Essays In Stylistics” Metadata:

• Title: ➤  Language, Text And Context : Essays In Stylistics
• Language: English

“Language, Text And Context : Essays In Stylistics” Subjects and Themes:

• Subjects: ➤  Discourse analysis - Context (Linguistics) - Language and languages -- Style

Edition Identifiers:

• Internet Archive ID: languagetextcont0000unse_t5m3

“7. Language, Text, And Context (May 16) Come & Reason Sabbath School, Collegedale, TN” Metadata:

• Title: ➤  7. Language, Text, And Context (May 16) Come & Reason Sabbath School, Collegedale, TN
• Language: English

“7. Language, Text, And Context (May 16) Come & Reason Sabbath School, Collegedale, TN” Subjects and Themes:

• Subjects: ➤  Come - Reason - Sabbath - School - Chattanooga - TN - Seventh-day - Adventist - adult - Bible - study - guide - lessons - 2020 - Quarter - 2 - How - Interpret - Scripture

Edition Identifiers:

• Internet Archive ID: ca-r-2020-q-2-l-7

“Language, Text, And Context” Metadata:

• Title: Language, Text, And Context
• Author: Sabbath School Rescue

“Language, Text, And Context” Subjects and Themes:

• Subjects: ➤  Podcast - christian - devotion - devotional - sabbathschool - seventhdayadventist - worship - southwesternadventistuniversityquarterly - hermenutics - rescue - bible

Edition Identifiers:

• Internet Archive ID: ➤  og3wywesmfqbqlnjou3l9bw7oezvf1i87fwujlol

“Language, Text And Context : Essays In Stylistics” Metadata:

• Title: ➤  Language, Text And Context : Essays In Stylistics
• Language: English

“Language, Text And Context : Essays In Stylistics” Subjects and Themes:

• Subjects: ➤  Discourse analysis - Context (Linguistics) - Language and languages -- Style

Edition Identifiers:

• Internet Archive ID: languagetextcont0000unse

“ERIC ED176243: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," January Through June 1979 (Vol. 39 Nos. 7 Through 12). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 21 Titles Deal With A Variety Of Topics, Including The Following: Children's Development Of Syntactic Aspects Of Reading Comprehension, The Relative Contributions Of The Individual And The Text In The Comprehension And Retention Of Connected Discourse, The Relationship Between Semantic Memory Retrieval Abilities And Prose Memory Outcomes, The Perception Of Shape And Letter Cues In Reading, Factors Related To The Amount Of Subvocalization Exhibited During Reading, A Mathematical Model Of Word Recognition Strategies, The Effect Of Prose Organization Upon Recall Organization, The Resolution Of Anaphora In Written Discourse, The Relative Efficiency Of Silent And Oral Reading Performance, The Effects Of Oral And Written Language Patterns On Comprehension Among Beginning Readers, The Context Bound Effects Of Picture-text Amalgams, The Influence Of Reading Ability And Mode Of Presented Information On The Perception Of Events, The Structure Of Semantic Memory For Text, The Influence Of World Knowledge And Metacomprehension Ability On Children's Comprehension Of Short Narrative Passages, And Children's Sensitivity To The Relative Importance Of Parts Of Prose. (GT)” Metadata:

• Title: ➤  ERIC ED176243: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," January Through June 1979 (Vol. 39 Nos. 7 Through 12). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 21 Titles Deal With A Variety Of Topics, Including The Following: Children's Development Of Syntactic Aspects Of Reading Comprehension, The Relative Contributions Of The Individual And The Text In The Comprehension And Retention Of Connected Discourse, The Relationship Between Semantic Memory Retrieval Abilities And Prose Memory Outcomes, The Perception Of Shape And Letter Cues In Reading, Factors Related To The Amount Of Subvocalization Exhibited During Reading, A Mathematical Model Of Word Recognition Strategies, The Effect Of Prose Organization Upon Recall Organization, The Resolution Of Anaphora In Written Discourse, The Relative Efficiency Of Silent And Oral Reading Performance, The Effects Of Oral And Written Language Patterns On Comprehension Among Beginning Readers, The Context Bound Effects Of Picture-text Amalgams, The Influence Of Reading Ability And Mode Of Presented Information On The Perception Of Events, The Structure Of Semantic Memory For Text, The Influence Of World Knowledge And Metacomprehension Ability On Children's Comprehension Of Short Narrative Passages, And Children's Sensitivity To The Relative Importance Of Parts Of Prose. (GT)
• Author: ERIC
• Language: English

“ERIC ED176243: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," January Through June 1979 (Vol. 39 Nos. 7 Through 12). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 21 Titles Deal With A Variety Of Topics, Including The Following: Children's Development Of Syntactic Aspects Of Reading Comprehension, The Relative Contributions Of The Individual And The Text In The Comprehension And Retention Of Connected Discourse, The Relationship Between Semantic Memory Retrieval Abilities And Prose Memory Outcomes, The Perception Of Shape And Letter Cues In Reading, Factors Related To The Amount Of Subvocalization Exhibited During Reading, A Mathematical Model Of Word Recognition Strategies, The Effect Of Prose Organization Upon Recall Organization, The Resolution Of Anaphora In Written Discourse, The Relative Efficiency Of Silent And Oral Reading Performance, The Effects Of Oral And Written Language Patterns On Comprehension Among Beginning Readers, The Context Bound Effects Of Picture-text Amalgams, The Influence Of Reading Ability And Mode Of Presented Information On The Perception Of Events, The Structure Of Semantic Memory For Text, The Influence Of World Knowledge And Metacomprehension Ability On Children's Comprehension Of Short Narrative Passages, And Children's Sensitivity To The Relative Importance Of Parts Of Prose. (GT)” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Abstracts - Annotated Bibliographies - Beginning Reading - Connected Discourse - Context Clues - Doctoral Dissertations - Elementary Secondary Education - Higher Education - Memory - Perception - Prose - Reading Ability - Reading Comprehension - Reading Processes - Reading Research - Recall (Psychology) - Syntax - Word Recognition

Edition Identifiers:

• Internet Archive ID: ERIC_ED176243

“ERIC EJ811126: Pacific Elementary School Teachers And Language Policy Critique: Context, Text And Consequences” Metadata:

• Title: ➤  ERIC EJ811126: Pacific Elementary School Teachers And Language Policy Critique: Context, Text And Consequences
• Author: ERIC
• Language: English

“ERIC EJ811126: Pacific Elementary School Teachers And Language Policy Critique: Context, Text And Consequences” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Language Planning - Policy Analysis - Foreign Countries - Elementary School Teachers - Public Policy - Educational Policy - Politics of Education - Foreign Policy - Social Control - Burnett, Greg

Edition Identifiers:

• Internet Archive ID: ERIC_EJ811126

“Adventist Adult Bible Study Guide - 2020 Q2 L7 - Language, Text, And Context” Metadata:

• Title: ➤  Adventist Adult Bible Study Guide - 2020 Q2 L7 - Language, Text, And Context
• Language: English

“Adventist Adult Bible Study Guide - 2020 Q2 L7 - Language, Text, And Context” Subjects and Themes:

• Subjects: ➤  adventist - adult - Bible - study - guide - reading - sabbath - school - 2020 - quarter - 2 - How - Interpret - Scripture

Edition Identifiers:

• Internet Archive ID: ➤  absg-2020-q-2-l-7-language-text-and-context

“ERIC ED594144: What Works In Early Grade Literacy Instruction. Occasional Paper. RTI Press Publication OP-0039-1702 Over The Past Decade, RTI International Has Pursued The Goal Of Quality, Inclusive, Differentiated Early Grade Literacy Instruction In Nearly 30 Early Grade Reading Or Early Grade Literacy Programs In Low- And Middle-income (LMI) Countries. Across Our Diverse Portfolio, We Have Supported Ministries Of Education (Ministries) In Diverse Contexts In Their Development And Implementation Of Research-based Early Grade Literacy Programs And Have Learned Important Lessons Based On Our Experience Working With Ministries To Design, Develop, And Implement Early Grade Literacy Programs. This Paper Describes The Core Elements That We Have Found To Improve Early Grade Literacy Instruction And Learner Outcomes: The Approach To Teaching (Teach), The Availability Of Quality, Relevant Learner Materials (Text), The Effective Use Of Instructional Time (Time), The Use Of Formative Assessment To Guide Instruction (Test), And Provision Of Instruction In The Most Effective Language (Tongue). This Paper Focuses On The Acquisition Of Literacy In Alphabetic And Alphasyllabic Languages In The Early Primary Years (most Typically, Academic Levels 1 Through 3) And The Kinds Of Exposures, Instruction, And Support Learners Need To Become Fully Literate. These Are The Elements Of A Literacy Program That Can Be Taught, That Should Be Present In Teaching And Learning Materials And In Teacher Trainings, And That Relate Specifically To What Happens In A Classroom. Many More Factors Contribute To Literacy Acquisition. However, We Focus On The Core Elements In This Paper To Delve Deeper And Facilitate A Richer Discussion About These Components. No One-size-fits-all Approach To The Development And Implementation Of Literacy Programs Exists; The Local Context And Constraints Of Any Implementation Can Require Adaptation And Adjustments. In Many Cases, The Fully Diversified Approach To Early Grade Literacy Instruction Described In The Classroom Scenario Has Not Yet Been Achieved. However, We Hope That This Compilation Of Lessons Learned And Best Practices Achieved Through Our Experiences Will Help To Further The Efforts Of All To Provide High-quality, Effective Literacy Instruction To All Learners, Particularly Those In LMI Countries. [This Work Was Previously Titled "What We Have Learned In The Past Decade: RTI's Approach To Early Grade Literacy Instruction."]” Metadata:

• Title: ➤  ERIC ED594144: What Works In Early Grade Literacy Instruction. Occasional Paper. RTI Press Publication OP-0039-1702 Over The Past Decade, RTI International Has Pursued The Goal Of Quality, Inclusive, Differentiated Early Grade Literacy Instruction In Nearly 30 Early Grade Reading Or Early Grade Literacy Programs In Low- And Middle-income (LMI) Countries. Across Our Diverse Portfolio, We Have Supported Ministries Of Education (Ministries) In Diverse Contexts In Their Development And Implementation Of Research-based Early Grade Literacy Programs And Have Learned Important Lessons Based On Our Experience Working With Ministries To Design, Develop, And Implement Early Grade Literacy Programs. This Paper Describes The Core Elements That We Have Found To Improve Early Grade Literacy Instruction And Learner Outcomes: The Approach To Teaching (Teach), The Availability Of Quality, Relevant Learner Materials (Text), The Effective Use Of Instructional Time (Time), The Use Of Formative Assessment To Guide Instruction (Test), And Provision Of Instruction In The Most Effective Language (Tongue). This Paper Focuses On The Acquisition Of Literacy In Alphabetic And Alphasyllabic Languages In The Early Primary Years (most Typically, Academic Levels 1 Through 3) And The Kinds Of Exposures, Instruction, And Support Learners Need To Become Fully Literate. These Are The Elements Of A Literacy Program That Can Be Taught, That Should Be Present In Teaching And Learning Materials And In Teacher Trainings, And That Relate Specifically To What Happens In A Classroom. Many More Factors Contribute To Literacy Acquisition. However, We Focus On The Core Elements In This Paper To Delve Deeper And Facilitate A Richer Discussion About These Components. No One-size-fits-all Approach To The Development And Implementation Of Literacy Programs Exists; The Local Context And Constraints Of Any Implementation Can Require Adaptation And Adjustments. In Many Cases, The Fully Diversified Approach To Early Grade Literacy Instruction Described In The Classroom Scenario Has Not Yet Been Achieved. However, We Hope That This Compilation Of Lessons Learned And Best Practices Achieved Through Our Experiences Will Help To Further The Efforts Of All To Provide High-quality, Effective Literacy Instruction To All Learners, Particularly Those In LMI Countries. [This Work Was Previously Titled "What We Have Learned In The Past Decade: RTI's Approach To Early Grade Literacy Instruction."]
• Author: ERIC
• Language: English

“ERIC ED594144: What Works In Early Grade Literacy Instruction. Occasional Paper. RTI Press Publication OP-0039-1702 Over The Past Decade, RTI International Has Pursued The Goal Of Quality, Inclusive, Differentiated Early Grade Literacy Instruction In Nearly 30 Early Grade Reading Or Early Grade Literacy Programs In Low- And Middle-income (LMI) Countries. Across Our Diverse Portfolio, We Have Supported Ministries Of Education (Ministries) In Diverse Contexts In Their Development And Implementation Of Research-based Early Grade Literacy Programs And Have Learned Important Lessons Based On Our Experience Working With Ministries To Design, Develop, And Implement Early Grade Literacy Programs. This Paper Describes The Core Elements That We Have Found To Improve Early Grade Literacy Instruction And Learner Outcomes: The Approach To Teaching (Teach), The Availability Of Quality, Relevant Learner Materials (Text), The Effective Use Of Instructional Time (Time), The Use Of Formative Assessment To Guide Instruction (Test), And Provision Of Instruction In The Most Effective Language (Tongue). This Paper Focuses On The Acquisition Of Literacy In Alphabetic And Alphasyllabic Languages In The Early Primary Years (most Typically, Academic Levels 1 Through 3) And The Kinds Of Exposures, Instruction, And Support Learners Need To Become Fully Literate. These Are The Elements Of A Literacy Program That Can Be Taught, That Should Be Present In Teaching And Learning Materials And In Teacher Trainings, And That Relate Specifically To What Happens In A Classroom. Many More Factors Contribute To Literacy Acquisition. However, We Focus On The Core Elements In This Paper To Delve Deeper And Facilitate A Richer Discussion About These Components. No One-size-fits-all Approach To The Development And Implementation Of Literacy Programs Exists; The Local Context And Constraints Of Any Implementation Can Require Adaptation And Adjustments. In Many Cases, The Fully Diversified Approach To Early Grade Literacy Instruction Described In The Classroom Scenario Has Not Yet Been Achieved. However, We Hope That This Compilation Of Lessons Learned And Best Practices Achieved Through Our Experiences Will Help To Further The Efforts Of All To Provide High-quality, Effective Literacy Instruction To All Learners, Particularly Those In LMI Countries. [This Work Was Previously Titled "What We Have Learned In The Past Decade: RTI's Approach To Early Grade Literacy Instruction."]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Bulat, Jennae Dubeck, Margaret Green, Paula Harden, Karon Henny, Catherine Mattos, Mónika Pflepsen, Alison Robledo, Ana Sitabkhan, Yasmin - Literacy Education - Instructional Improvement - Teaching Methods - Instructional Materials - Time on Task - Formative Evaluation - Language of Instruction - Primary Education - Equal Education - Inclusion - Reading Instruction - Direct Instruction - Feedback (Response) - Remedial Instruction

Edition Identifiers:

• Internet Archive ID: ERIC_ED594144

“7. Language, Text, And Context (May 16) Ken Hart Sabbath School 2020 Quarter 2 Lesson 7 "How To Interpret Scripture"” Metadata:

• Title: ➤  7. Language, Text, And Context (May 16) Ken Hart Sabbath School 2020 Quarter 2 Lesson 7 "How To Interpret Scripture"
• Language: English

“7. Language, Text, And Context (May 16) Ken Hart Sabbath School 2020 Quarter 2 Lesson 7 "How To Interpret Scripture"” Subjects and Themes:

• Subjects: ➤  Ken - Hart - Adult - Sabbath - School - Bible - Lesson - Study - Guide - Seventh-day - Adventist - SDA - Loma - Linda - Broadcasting - Network - LLBN - CA - California - Look - Ahead - 2020 - 2nd - second - quarter - April - May - June - How - Interpret - Scripture

Edition Identifiers:

• Internet Archive ID: kenhartss20200516q2l7480

“Language, Context, And Text : Aspects Of Language In A Social-semiotic Perspective” Metadata:

• Title: ➤  Language, Context, And Text : Aspects Of Language In A Social-semiotic Perspective
• Author: ➤  Halliday, M. A. K. (Michael Alexander Kirkwood), 1925-
• Language: English

“Language, Context, And Text : Aspects Of Language In A Social-semiotic Perspective” Subjects and Themes:

• Subjects: Context (Linguistics) - Semantics - Speech acts (Linguistics)

Edition Identifiers:

• Internet Archive ID: languagecontextt0000hall