Page 152 - Eva Klemenčič Mirazchiyski, Plamen V. Mirazchiyski. 2020. Bralna pismenost četrtošolcev in četrtošolk v Sloveniji: nacionalno poročilo Mednarodne raziskave bralne pismenosti (IEA PIRLS 2016 in ePIRLS 2016). Ljubljana: Pedagoški inštitut. Digitalna knjižnica, Documenta 15
P. 152
Guthrie, J. 1996. »Educational contexts for engagement in literacy.« The Rea-
ding Teacher 49(6): 432–445.
Hattie, J. 2009. Visible learning: A synthesis of over 800 meta-analyses relating to
achievement. New York: Routledge.
Hill, N. E., in D. F. Tyson. 2009. »Parental involvement in middle school: A metaa-
nalytic assessment of the strategies that promote achievement.« Develo-
pmental Psychology 45(3): 740–763.
Hoff, E., in C. Elledge. 2005. »Bilingualism as one of many environmental vari-
ables that affect language development.« V Proceedings of the 4th Interna-
tional Symposium on Bilingualism, ur. J. Cohen, K.T. McAlister, K. Rolstad, in
J. MacSwan, 1041–1044. Somerville, MA: Cascadilla Press.
Hong, S., in H. Z. Ho. 2005. »Direct and indirect longitudinal effects of parental
involvement on student achievement: Second-order latent growth mode-
ling across ethnic groups.« Journal of Educational Psychology 97(1): 32–42.
Hooper, M., I. V. S. Mullis, in M. O. Martin. 2015. »PIRLS 2016 Context Questio-
152 nnaire Framework.« V Pirls 2016 Assessment Framework, 2nd Edition, ur. I. V.
S. Mullis in M. O. Martin, 31–54. TIMSS and PIRLS International Study Cen-
ter, Lynch School of Education, Boston College, International Association
for the Evaluation of Educational Achievement (IEA).
Jeynes, W. H. 2005. »A meta-analysis of the relation of parental involvement to
urban elementary school student academic achievement.« Urban Educati-
on 40(3): 237–269.
Kim, J. S., in D. M. Quinn. 2013. »The effects of summer reading on lowincome
children’s literacy achievement from Kindergarten to Grade 8: A meta-a-
nalysis of classroom and home interventions.« Review of Educational Rese-
arch 83(3): 386–431.
Kintsch, W. 1998. Comprehension: A paradigm for cognition. New York: Cambrid-
ge University Press.
Kintsch, W. 2012. »Psychological models of reading comprehension and their
implications for assessments.« V Measuring up: Advances in how to assess
reading ability, ur. J. Sabatini, E. Albro in T. O’Reilly, 21–37. Plymouth, UK:
Rowman in Littlefield Publishers.
Kintsch, W. 2013. »Revisiting the construction-integration model of text com-
prehension and its implications for Instruction.« V Theoretical models and
processes of reading, ur. D. Alvermann, N. Unrau in R. Ruddell, 807–841.
Newark, DE: International Reading Association.
Konishi, C., S. Hymel, B. D. Zumbo, in Z. Li. 2010. »Do school bullying and stu-
dentteacher relationships matter for academic achievement? A multilevel
analysis.« Journal of School Psychology 25(1): 19–39.
bralna pismenost četrtošolcev in četrtošolk v sloveniji
ding Teacher 49(6): 432–445.
Hattie, J. 2009. Visible learning: A synthesis of over 800 meta-analyses relating to
achievement. New York: Routledge.
Hill, N. E., in D. F. Tyson. 2009. »Parental involvement in middle school: A metaa-
nalytic assessment of the strategies that promote achievement.« Develo-
pmental Psychology 45(3): 740–763.
Hoff, E., in C. Elledge. 2005. »Bilingualism as one of many environmental vari-
ables that affect language development.« V Proceedings of the 4th Interna-
tional Symposium on Bilingualism, ur. J. Cohen, K.T. McAlister, K. Rolstad, in
J. MacSwan, 1041–1044. Somerville, MA: Cascadilla Press.
Hong, S., in H. Z. Ho. 2005. »Direct and indirect longitudinal effects of parental
involvement on student achievement: Second-order latent growth mode-
ling across ethnic groups.« Journal of Educational Psychology 97(1): 32–42.
Hooper, M., I. V. S. Mullis, in M. O. Martin. 2015. »PIRLS 2016 Context Questio-
152 nnaire Framework.« V Pirls 2016 Assessment Framework, 2nd Edition, ur. I. V.
S. Mullis in M. O. Martin, 31–54. TIMSS and PIRLS International Study Cen-
ter, Lynch School of Education, Boston College, International Association
for the Evaluation of Educational Achievement (IEA).
Jeynes, W. H. 2005. »A meta-analysis of the relation of parental involvement to
urban elementary school student academic achievement.« Urban Educati-
on 40(3): 237–269.
Kim, J. S., in D. M. Quinn. 2013. »The effects of summer reading on lowincome
children’s literacy achievement from Kindergarten to Grade 8: A meta-a-
nalysis of classroom and home interventions.« Review of Educational Rese-
arch 83(3): 386–431.
Kintsch, W. 1998. Comprehension: A paradigm for cognition. New York: Cambrid-
ge University Press.
Kintsch, W. 2012. »Psychological models of reading comprehension and their
implications for assessments.« V Measuring up: Advances in how to assess
reading ability, ur. J. Sabatini, E. Albro in T. O’Reilly, 21–37. Plymouth, UK:
Rowman in Littlefield Publishers.
Kintsch, W. 2013. »Revisiting the construction-integration model of text com-
prehension and its implications for Instruction.« V Theoretical models and
processes of reading, ur. D. Alvermann, N. Unrau in R. Ruddell, 807–841.
Newark, DE: International Reading Association.
Konishi, C., S. Hymel, B. D. Zumbo, in Z. Li. 2010. »Do school bullying and stu-
dentteacher relationships matter for academic achievement? A multilevel
analysis.« Journal of School Psychology 25(1): 19–39.
bralna pismenost četrtošolcev in četrtošolk v sloveniji
