El tipo iconográfico de Maria Regina. La palabra como elemento integrador de la imagen

Worldview, 2024

2018

Discussion of the Humboldt Forum in Berlin, originally posted in 2018 in the new defunct blog "How to move on with Humboldt's legacy—Rethinking ethnographic collections"

SAP hana advanced modeling

TextProject Reading Research Report #16.01, 2016

This study compared the effects of two types of phonetically regular texts on first-grade English Language Learners’ literacy learning. In one text type, phonetically regular rimes (PRR) were emphasized. The second text type—labeled the phonetically regular phoneme (PRP) condition—focused on consistency in the individual phoneme-grapheme correspondences of the words in texts. A total of 81 students participated in the study with nine students from each of nine first-grade classes. Two groups of three students from each class received instruction from the same teacher for 40 lessons over a 12-week period, while a third group remained in the classroom and served as the control. The lesson content for the two groups was similar, emphasizing writing, word play, and text reading. However, the two intervention groups read different texts for ten minutes during each lesson. One group of students read the PRR texts and the other group read the PRP texts. Students who read from PRP texts gained 2.4 words correct per minute on an informal reading inventory for every week of instruction. The group who read PRR texts made even greater progress, gaining 2.8 words per week. Control group students from the same classrooms gained 2.0 words per week..