歡迎來到演算法、軟體和硬體三位一體的未來世界論文書籍站
Guild meaning的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列懶人包和總整理
Guild meaning的問題，我們搜遍了碩博士論文和台灣出版的書籍，推薦Wang, Andrea寫的 Watercress 和Selfors, Suzanne的 Wish Upon A Sleepover都 可以從中找到所需的評價。
這兩本書分別來自 和所出版 。
國立臺南大學 特殊教育學系碩博士班 楊憲明所指導 李治翰的 閱讀理解策略應用於學習障礙學生學習成效之後設分析 （2021），提出Guild meaning關鍵因素是什麼，來自於學習障礙、閱讀理解策略、後設分析、學習成效。
而第二篇論文國立彰化師範大學 兒童英語研究所 莊琍玲所指導 黃歆惠的 差異化跟讀教學對台灣五年級學童英語口語閱讀流暢度與閱讀理解之影響 （2021），提出因為有 跟讀法、差異化教學、口語閱讀流暢度、閱讀理解的重點而找出了 Guild meaning的解答。
Watercress
為了解決Guild meaning 的問題，作者Wang, Andrea 這樣論述：
2022 年凱迪克金牌獎+紐伯瑞榮譽獎雙料得主 小女孩一家開車行經俄亥俄州，爸媽發現路邊田野長著水茼蒿而停下車，拿起袋子和剪刀就這樣開始採摘水茼蒿。這樣的行為讓小女孩覺得尷尬，晚上面對餐桌上的一盤水茼蒿一點也不想吃。可是當她媽媽將生長在中國的兒時記憶娓娓道來，小女孩開始對水茼蒿有了不同的想法和情感。透過水茼蒿，他們和遙遠的原鄉產生連結…… 作者 Andrea Wang 以移民後代的身分，訴說動人的自傳故事，搭配2018年曾以《大峽谷》（Grand Canyon）一書獲凱迪克榮譽獎的美籍華裔作家陳振盼（Jason Chin）的水彩插圖，與讀者分享這段深刻的移民故事。 C
aldecott Medal WinnerNewbery Honor BookAPALA Award Winner A story about the power of sharing memories--including the painful ones--and the way our heritage stays with and shapes us, even when we don’t see it. New England Book Award WinnerA New York Times Best Children’s Book of the YearA Boston Glob
e-Horn Book Honor BookWhile driving through Ohio in an old Pontiac, a young girl’s Chinese immigrant parents spot watercress growing wild in a ditch by the side of the road. They stop the car, grabbing rusty scissors and an old paper bag, and the whole family wades into the mud to gather as much as
they can. At first, she’s embarrassed. Why can’t her family just get food from the grocery store, like everyone else? But when her mother shares a bittersweet story of her family history in China, the girl learns to appreciate the fresh food they foraged--and the memories left behind in pursuit of a
new life. Together, they make a new memory of watercress. Author Andrea Wang calls this moving, autobiographical story ＂both an apology and a love letter to my parents.＂ It’s a bittersweet, delicate look at how sharing the difficult parts of our histories can create powerful new moments of family h
istory, and help connect us to our roots. Jason Chin’s illustrations move between China and the American Midwest and were created with a mixture of traditional Chinese brushes and western media. The dreamy, nostalgic color palette brings this beautiful story to life. An endnote from the author descr
ibes her personal connection to the story, and an illustrator’s note touches on both the process of the painting, and the emotional meaning brought to the work. New England Book Award WinnerA New York Times Best Children’s Book of the YearA Wall Street Journal Best Children’s Book of the YearA Bosto
n Globe Best Children’s Book of the YearA Washington Post Best Children’s Book of the YearA Boston Globe-Horn Book Honor BookWinner of the Cybils AwardAn SCBWI Crystal Kite Award WinnerA New York Public Library Best Book of the YearA Chicago Public Library Best Book of the YearAn ALSC Notable Childr
en’s BookNamed a best book of the year by Publishers Weekly, BookPage, School Library Journal, Kirkus Reviews, Publishers Lunch, Shelf Awareness , and more!A CBC/NCSS Notable Social Studies Trade BookAn NPR ’Book We Love!’A Junior Library Guild Gold Standard Selection!
閱讀理解策略應用於學習障礙學生學習成效之後設分析
為了解決Guild meaning 的問題，作者李治翰 這樣論述：
本研究旨在探究國內歷年文獻中，學習障礙學生透過閱讀理解策略教學後，其學習成效與應用現況。本研究採後設分析1995年至2021年間，81篇文獻，234人次，參考美國國家閱讀諮詢委員會（NRP）與國外相關後設分析文獻，將閱讀理解策略分為交互教學、故事結構、圖像組織、閱讀媒介以及其它共五大策略取向，使用控制基線期包含介入期趨勢Tau-U係數、迴歸效果量（f 2值）來逐一分析不同研究之間的立即與維持學習成效。並透過標準化平均數差異量（Cohen’s d值）來探究不同介入對象、介入特徵、介入內容與研究品質的應用現況。 研究結果顯示，不同策略取向中，整體學習成效以閱讀媒介表現較佳，立即學習成效以
圖像組織、維持學習成效則以故事結構表現較佳。介入對象中，男女生學習成效無太大差異。學習階段以國小低、中年級學生學習成效較佳，智力表現以全量表80至89區間的學生表現最為穩定。介入特徵以單一策略介入成效最佳，南部地區成效優於其它地區、個別教學優於團體教學，傳統情境教學優於科技媒介教學，介入時間以小於500分鐘表現最好。介入內容以國語學科、繪本成效最佳，評量來源與方式以直接將教材文章進行總結性評量成效較為顯著，若能伴隨評量各策略的習得能力，閱讀理解學習成效顯而易見。歷年文獻研究品質方面，有66.9％進行社會效度分析，49.5％進行觀察信度分析，33.7％進行程序信度分析，至於內容效度則是100％進
行分析。 不同介入對象、不同介入特徵與不同介入內容亦適用於不同閱讀理解策略取向，教師宜針對學習障礙學生的不同屬性與差異特質進行教材編制與評量規劃，安排適性學習環境，才能充分發揮學習障礙學生閱讀理解學習成效。
Wish Upon A Sleepover
為了解決Guild meaning 的問題，作者Selfors, Suzanne 這樣論述：
Bestselling author Suzanne Selfors brings heart and humor to Wish Upon a Sleepover, a middle-grade novel about a group of misfits who find true friendship where they least expect it.Five misfits. One magical wish. Leilani dreams of being friends with the most popular girls in her class--the Haileys-
-who are always throwing awesome themed sleepovers. She devises a master plan: throw her own sleepover of the century and invite them When Tutu, her grandmother, accidentally mails Leilani's invitations to the DO NOT INVITE list, the best sleepover in the history of the world becomes the worst. Inst
ead of the Haileys, the only guests are the three kids Leilani definitely did not want to show up: the neighbor who never speaks, the girl who draws mean pictures of her, and her farting older cousin. At least her best friend August will be there. Leilani and her guests decide to make Tutu's recipe
for Sleepover Soup, which requires each of them to collect one ingredient that has significant meaning in their lives. They embark on a scavenger hunt that reveals unexpected surprises. What Leilani finds is not what she wanted, but it might just be even better. An Imprint Book"Big-hearted, fast-pac
ed, and funny." --Kim Baker, author of Pickle"Equal parts heartbreaking, hopeful and hilarious. It's impossible not to cheer for these unlikely heroes" --Sara Nickerson, author of The Secrets of Blueberries, Brothers, Moose & Me "Anyone who's ever felt different from the crowd will relish this story
of kids who find the magic of being their own unique selves--together." --Sundee T. Frazier, author of the Coretta Scott King Award-winner Brendan Buckley's Universe and Everything In It and the Cleo Edison Oliver series "Huzzah for Suzanne Selfors By turns humorous and poignant, this terrific boo
k was impossible to put down." --Suzanne Williams, coauthor of the Goddess Suzanne Selfors is a national best-selling author who writes for kids of all ages. She’s received four Junior Library Guild awards, appeared on a dozen state lists, and earned starred reviews from Kirkus, School Library Jo
urnal, and Publishers Weekly. The Sasquatch Escape won the Washington State Book Award for Middle Readers and was one of Amazon’s Best Children’s Books of 2013. Her middle grade books include Wish Upon a Sleepover and Fortune’s Magic Farm. She lives on a northerly island where rain falls like music,
which is why she gets so much writing done.
差異化跟讀教學對台灣五年級學童英語口語閱讀流暢度與閱讀理解之影響
為了解決Guild meaning 的問題，作者黃歆惠 這樣論述：
閱讀為早期讀寫發展中一項基本的能力，且為跨學科領域的基礎素養，閱讀是一個發展過程，其中包括識字能力階段、口語閱讀流暢度和閱讀理解階段。口語閱讀流暢度是識字與閱讀理解之橋樑，扮演著學習者閱讀理解的關鍵指標之一。為提升英語學習者的口語閱讀流暢能力發展，透過反覆的充分閱讀練習可以提高閱讀的自動化，從而達到成功的閱讀流暢度，進一步促進理解。之前的研究顯示重複閱讀練習對口語閱讀流暢度有正向影響； 然而，由於重複閱讀練習與閱讀理解的間接影響關係，少有關於跟讀法對EFL學習者閱讀理解的影響的研究，基於閱讀的最終目的是理解，那麼在跟讀法教學下，閱讀理解與口語閱讀流暢度的發展是值得探討的。此外，有鑑於台灣
學生的英語能力差異甚大，英語教師必須應用有效的閱讀教學來幫助不同程度的學習者學習閱讀。因此，本研究旨在採用社會文化模式的跟讀法方式，在異質分組中共同構建閱讀理解，為學生提供互動機會，以了解差異化跟讀法教學對學習者口語閱讀流暢性和理解能力的影響。 參與研究之實驗對象為兩班共三十四名五年級學童，兩班隨機分配為控制組與實驗組，分別接受傳統跟讀法教學及跟讀法結合差異化教學。實驗為每週一次五十分鐘且為期20週的跟讀教學。另外，實驗組的學生被區分為低ヽ中ヽ高能力進行異質分組。根據英語閱讀能力前測、口語閱讀流暢度前後測、10次單元故事閱讀理解立即測試、英語閱讀成就後測的量化分析，通過獨立樣本t檢驗、成對樣
本t檢驗和皮爾遜績差相關係數之統計分析，結果顯示實驗組在口語閱讀流利後測、20週閱讀理解立即測試和英語能力後測上均顯著優於對照組，這表示差異化跟讀法提升了學生的閱讀口語流利度和閱讀理解能力。雖然結果顯示兩組受試者的口語閱讀流暢度和閱讀理解之間皆有顯著相關，但實驗組在口語閱讀流暢度的進步分數明顯高於對照組，表示差異化共建的跟讀法增進理解能力。此外，問卷及訪談的結果顯示，實驗組學童對於差異化跟讀法持正面態度。根據本研究結果，結合跟讀法與差異化教學有效提升了台灣五年級學生的英語閱讀發展，為台灣英語教師對英語教育教學現場雙峰現象，提供了可行的閱讀教學選擇。