This week, we need to do work to address a component of our application that requires immediate attention. As a result, you may experience ERA to be intermittently available. We apologize for any inconvenience this may cause, and thank you for your patience as we attend to the care and feeding of ERA!
SearchSkip to Search Results
- 3Reading comprehension
- 2Reading (Elementary)
- 1Campbell, Katherine
- 1Georgiou, George
- 1Laing, Wilma Winnifred.
- 1Lee, Kent K.
- 1Lemire, Josée N
- 1Lim-Alparaque, Idrenne
- 7Graduate Studies and Research, Faculty of
- 7Graduate Studies and Research, Faculty of/Theses and Dissertations
- 1Education, Faculty of
- 1Education, Faculty of/ENGAGE 2017: Celebration of Research and Teaching Excellence
- 1Equity Diversity Inclusion Community (EDI)
- 1Equity Diversity Inclusion Community (EDI)/Journal Articles (Equity Diversity Inclusion)
Computer based models of teaching and learning are receiving renewed attention in the post-secondary sector. In the province of Alberta, Canada, over $40000000 (Canadian) has been made available to the adult learning system under the Learning Enhancement Envelope (LEE) funding initiative, for...
Vocabulary plays an important role in students’ ability to understand academic content. For Francophone students in a minority setting, a poor vocabulary not only results in their difficulty at grasping the content, but it also impedes their ability to understand reading materials in core...
We evaluated two experimenter-delivered, small group word reading programs among at-risk poor readers in grade 1 classes of regular elementary schools using a two-arm dual site matched control trial intervention. Readers with word reading scores below the 30th percentile (n = 201) were deemed...
The Comparative Effects of Traditional, Vocabulary, and Grammar Instruction on the Reading Comprehension and Fluency of High School English Language LearnersDownload
To meet the academic demands of high school content courses such as science, English language learners (ELL) require more exposure to academic language than they currently receive (Wong Fillmore, 2014). Although vocabulary is a key source of difficulty for students’ comprehension of science texts...