Metacognitive Aspects of Reading Comprehension: Studying Understanding in Legal Case Analysis

1987 ◽  
Vol 22 (4) ◽  
pp. 407 ◽  
Author(s):  
Mary A. Lundeberg
Keyword(s):  
Reading Comprehension ◽  
Case Analysis ◽  
Legal Case

Legal Case Analysis in UNILEX and Legal Standards for the Responsibility of Contracting Parties under PICC

2021 ◽  
Vol 17 (1) ◽  
pp. 305-322
Author(s):  
Young-Sub Kim ◽  
Chong-Seok Shim ◽  
Hwe-Young Yu
Keyword(s):  
Case Analysis ◽  
Legal Standards ◽  
Legal Case

A Laparoscopic Complication? A Medical Legal Case Analysis. Part II

1995 ◽  
Vol 11 (3) ◽  
pp. 185-192 ◽  
Author(s):  
ROBERT D. TUCKER ◽  
CHARLES E. PLATZ ◽  
STEVE K. LANDAS
Keyword(s):  
Case Analysis ◽  
Legal Case ◽  
Laparoscopic Complication

scholarly journals A Placebo for the Pain: A Medico-legal Case Analysis

Pain Medicine ◽  
2003 ◽  
Vol 4 (4) ◽  
pp. 366-372 ◽  
Author(s):  
Ben A. Rich
Keyword(s):  
Case Analysis ◽  
Legal Case

A Laparoscopic Complication? A Medical Legal Case Analysis. Part I

1995 ◽  
Vol 11 (2) ◽  
pp. 113-121 ◽  
Author(s):  
ROBERT D. TUCKER ◽  
CHARLES E. PLATZ ◽  
STEVE K. LANDAS
Keyword(s):  
Case Analysis ◽  
Legal Case ◽  
Laparoscopic Complication

scholarly journals METHODS OF FORMING THE LEGAL COMPETENCE OF FUTURE DOCTORS IN THE PROCESS OF TEACHING MEDICAL LAW

2020 ◽  
pp. 68-79
Author(s):  
Iryna Khmil
Keyword(s):  
Case Analysis ◽  
Role Playing ◽  
Telecommunication Networks ◽  
Professional Activity ◽  
Legal Knowledge ◽  
Medical Law ◽  
Knowledge And Skills ◽  
Project Method ◽  
Legal Case ◽  
Legal Competence

Based on the analysis of scientific sources, the definition of the concept of “legal competence of future physicians in medical law”as an integral formation of personality, which is manifested in its ability and willingness to extrapolate acquired legal knowledge and skills to solve practical professional problems of legal nature. significant personal qualities such as responsibility, sociability, empathy, tolerance. Realization of the purpose and tasks of a technique of formation of legal competence of future doctors in medical law was carried out in stages. There are three main stages: wholemotivational, procedural-activity, control-evaluation. In accordance with each stage, we have determined the purpose, content, forms, methods, means of forming the legal competence of future doctors in the process of teaching medical law. At the goal-motivational stage, future doctors formed ideas about their own level of development of legal knowledge and skills, motivated them to realize the importance of legal competence in medical law for their future professional activity. The tools for the implementation of the goalmotivational stage are defined: the creation of personal portfolios, interactive lectures, webinars, workshops, meetings with leading doctors, lawyers, the method of projects, etc.). At the procedural and activity stage, the following goals were realized: development of legal skills in future doctors; ability to apply the results of legal activities in specific practical situations. The main tools of implementation were: problem lectures, lectures-press conferences, lectures-discussions, lectures with previously planned mistakes, seminars, workshops, webinars, legal case analysis, case method, project method, use of telecommunication networks, webquests, role-playing, situational games, etc. The control and evaluation stage led to the use of effective forms and methods of analysis and evaluation of the levels of legal competence of future doctors in medical law and was implemented in the course of lectures with previously planned mistakes, seminars, webinars, legal case analysis, project method, consultations, research students, performing exercises of legal content, situational games, etc.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

Text Comprehension: Graphic Organizers to the Rescue

2009 ◽  
Vol 10 (3) ◽  
pp. 82-89
Author(s):  
Janet L. Proly ◽  
Jessica Rivers ◽  
Jamie Schwartz
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Graphic Organizers ◽  
Expository Text ◽  
Supporting Evidence

Abstract Graphic organizers are a research based strategy used for facilitating the reading comprehension of expository text. This strategy will be defined and the evolution and supporting evidence for the use of graphic organizers will be discussed. Various types of graphic organizers and resources for SLPs and other educators will also be discussed.

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

Reading Comprehension: Can It Be Taught?

1983 ◽  
Vol 28 (1) ◽  
pp. 31-31
Author(s):  
John B. Carroll
Keyword(s):  
Reading Comprehension
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