47,041 research outputs found
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The reading of the Pledge of Allegiance to new members by President Mike Ferdin (photograph)
No full text“The reading of the Pledge of Allegiance to new members by President Mike Ferdin.
Open-Mike Poetry Reading Series
No full textAnnouncement flyer for an open-mike reading at the Amici Cafe on CCAC's Oakland Campus
Reading in the mobile era
No full textMobile technology can advance literacy and learning in underserved communities around the world.
Summary
Millions of people do not read for one reason: they do not have access to text. But today mobile phones and cellular networks are transforming a scarce resource into an abundant one.
Drawing on the analysis of over 4,000 surveys collected in seven developing countries and corresponding qualitative interviews, this report paints the most detailed picture to date of who reads books and stories on mobile devices and why.
The findings illuminate, for the first time, the habits, beliefs and profiles of mobile readers. This information points to strategies to expand mobile reading and, by extension, the educational, social and economic benefits associated with increased reading.
Mobile technology can advance literacy and learning in underserved communities around the world. This report shows how
Teaching reading comprehension and extensive reading
No full textThe author namae this book : teaching reading comprehension and extensive reading '' beacuse it present some ideas reading about how to transfer source langunge into target languangevii.; 166 hlm .; 21 c
Mike Eben : Football Player
No full textImage of Mike Eben sitting at a desk, reading a book and taking notes
Case Study
No full textAs you know, it is one of the strategies of current businesses to tell the experience of their customers and thus capture the attention of potential customers.
What is a Case Study?
To begin, we (Write Essay Today) clarify what is a case study. Well, testimony or story that the experience of customers who have already tried certain products or service companies. This story aims to expose how a business helped achieve the achievement of those customers.
Remember that one of the keys to generating customers is that they can feel comfortable and confident. That is why your clients need to verify that the decision to choose you is the best choice. There is no better publicity than that made by a satisfied customer, so a case study is the best mechanism to generate peace of mind and confidence in the target audience.
How to make a case study to destroy objections in 3 steps:
As a first step to build a case study, from the experience of your clients, is that you know what the testimonies are based on. This way you can destroy the objections.
1st step
You have to identify the objections that may be affecting the reputation of your company. Some build them based on their perception and others who prefer to find real limitations.
2nd step
Once the objections are identified, you will have to make a list of customers who have felt a good shopping experience, attention, etc.
As a connoisseur of your business, you surely know what your most loyal customers are. Among them, look for those who have a greater and better reputation and who in turn have some leadership in their market.
3rd step
With selected clients, it is time to interview so they can tell their usage story from the perspective you are looking for. Remember that you want to eliminate objections to conquer more customers.
Case studies to tell a story
To create customer testimonials with a success story, you have to repeat the procedure but from another perspective. We explain to you: How to do it in 3 steps?
1st step
Identifying the problems presented by customers is the reason they come to you and choose your service or product. It is recommended to select those in which you have provided an excellent solution.
2nd step
Again, make a list of the clients you believe, they have had an impressive and inspiring development since they hired your services or since they tested your products.
It is worth choosing those who at some point mentioned that you already exceeded expectations, these are usually more enthusiastic when telling their story.
3rd step
At the time of the interview, those who participate in your case study, you want to tell your story, your progress and benefits as a company have contributed so they have managed to meet its goals, objectives, etc.
There are different ways to present the information in your case study. One of many is promptly placing the problems you had your customers before hiring you and the solution you offered to solve their problems. Although it is a more formal way, it is perfect for those who use a serious tone in their corporate language.
How to present a case study
If you decide to make a Blog Post or create a page on your website to review your case study, Write Essay Today recommends that you follow these tips to organize the information:
Make a striking and suggestive title: Try to show the results of the clients concretely, thanks to your contribution.
Excerpt: It is about presenting a summary of the case study you have decided to tell. Here, it is recommended that you expose statistics, some metrics or any quantitative data that supports the progress of your client.
Who was your client: We mean that you tell how your client was before testing your service or product.
Who is now: Try to expose more widely the data you put in the excerpt or summary. Dedicate at least 3 paragraphs to explain the achievements and how your company helped achieve success.
Add text quotes: Telling only the story to present an amazing case study is not enough. Potential clients want to know the real opinion and that's what appointments are for.
Images: the support of the images is an aspect that improves the appearance of the text. In a case study, it is necessary to expose the face or image of the brand to whom you have helped.
Tips for presenting information to the target audience
Title
It has always been known that the title of a blog post is key for the reader to decide to continue reading. The same goes for the title of your case study. Instead of proposing a simple title, such as Success story: "company name". It is not very suggestive to encourage the reader to know the story.
Objections, interviews, and questions
We would like the client to textually express what we want, but that will not happen, it is not honest. Due to the naturalness of the process, it may happen that during the interview with the client, the answer is nothing similar to what you expected.
In those cases, 2 things may have happened:
The questions to destroy the objections were not clear.
A new objection has been born.
It is important that before specifying the interview, choose the profile that best suits the type of testimony or case study you want to build.
The history
In the stories, the reader will always be looking for 3 basis points to guide their reading: beginning, climax, conclusion.
Clients unconsciously look for that same structure when they want to know your case study. In your case, that structure corresponds to pose a problem, that problem is exposed and finally solved.Not any ye
EFL students' English language knowledge, strategy use and multiple-choice reading test performance: a structural equation modeling approach
No full textIn Taiwan, a reading comprehension component is included in the English test of the Senior High Academic Ability Examination (SHAAE) – a national examination which can be regarded as a university entrance examination for students in their final year of senior high. This reading subtest consists of a multiple-choice format. Studies on language assessment, L2 reading and L1-L2 reading have suggested that EFL students’ performance on multiple-choice reading comprehension tests is attributed to two major factors: English Language Knowledge and Strategy Use. This feature raises a number of issues. Does the multiple-choice reading comprehension subtest of the English component at the SHAAE measure what it is intended to assess? Do Taiwanese senior high school students’ English Language Knowledge and Strategy Use have an effect on their multiple-choice reading comprehension test performance? What are the relative contributions of students’ English Language Knowledge and Strategy Use to their reading comprehension test performance? Is there a language threshold for students’ deploying some strategies to contribute to their reading test performance? The current study sets out to address these issues. It investigates the relationship among Taiwanese senior high school students’ English language knowledge, reading and test-taking strategy use, and their multiple-choice reading comprehension test performance. The findings of the research are connected with: (a) the English language teaching approach for English language teachers in Taiwan; (b) the validity of the reading comprehension subtest of the English component at the SHAAE; and (c) the validity of salient models of language ability.A quantitative research approach is used that involves an ex post-facto correlational research design, utilizing survey methodology. An English Language Knowledge test, a Strategy Use questionnaire, and a multiple-choice reading comprehension test serve as instruments. 1064 EFL students in six senior high schools located in the south region of Taiwan participated in the study. Data was collected in the classroom during English class sessions. Participants took a reading test and completed a Strategy Use questionnaire. Three to seven days later, they sat an English Language Knowledge test. Exploratory factor analysis is conducted to extract components underlying the data collected from instruments. Structural Equation Modeling is applied to examine the relationship among students’ English Language Knowledge, Strategy Use and their reading test performance.The main finding of the study is that Taiwanese senior high school students are strategic readers/test-takers. Their English Language Knowledge and Strategy Use contribute to their reading test performance. However, compared with that of English Language Knowledge, the contribution of students’ Strategy Use to their reading test performance is smaller. In addition, a language threshold is present for students deploying strategies contributing to their reading test performance. In conclusion, the thesis addresses the need for implementing strategy instruction for students to improve their Strategy Use in a reading test and further to promote their reading test performance. The discussion also compares the outcome of the research with other approaches to Reading/Test-taking Strategy Use and current models of Strategic Competence
The social construction of meaning : Reading Animal Farm in the classroom
No full textThe novel, it has generally been assumed, was from its very beginnings a literary form designed to be read by solitary, silent individuals. One consequence of this assumption is that the class novel, read amid all the noise and sociality of the classroom, tends to be treated as a preparation formore authentic, private reading, or even as poor substitute for it. This essay argues that the history of novel-reading is more complicated and more varied than has been assumed; it goes on to explore, through the story of a single lesson, the possibilities for meaning-making that are the product of particular pedagogic practices as well as of the irreducibly social process of reading the class novel
Investigating the causes of reading comprehension failure: the comprehension-age match design.
No full textThe reading-level (or reading-age) match design has become a widely-used tool for investigating the possible direction of the relation between particular skills and word reading ability: Cause or consequence. This paper outlines an analogous method for identifying candidate causes of reading comprehension failure, the ‘comprehension-age match design’ and discusses the strengths and limitations of this design
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Reading comprehension in developmental disorders of language and communication
No full textBackground: Deficits in reading airment (SLI), Down syndrome (DS) and autism spectrum disorders (ASD).
Methods: In this review (based on a search of the ISI Web of Knowledge database to 2011), the Simple View of Reading is used as a framework for considering reading comprehension in these groups.
Conclusions: There is substantial evidence for reading comprehension impairments in SLI and growing evidence that weaknesses in this domain are common in DS and ASD. Further, in these groups reading comprehension is typically more impaired than word recognition. However, there is also evidence that some children and adolescents with DS, ASD and a history of SLI develop reading comprehension and word recognition skills at or above the age appropriate level. This review of the literature indicates that factors including word recognition, oral language, nonverbal ability and working memory may explain reading comprehension difficulties in SLI, DS and ASD. In addition, it highlights methodological issues, implications of poor reading comprehension and fruitful areas for future research
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