Philippine E-Journals

References:

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27. Hamdi, S. (2016). An analysis of lexical errors in the English compositions of EFL Tunisian learners. International Journal of Humanities and Cultural Studies (IJHCS) ISSN 2356-5926, 2(4), 643-652.https://files.eric.ed.gov/fulltext/ED610509.pdf
28. Hamka, Punaji Setyosari, Bambang Yudi Cahyono , Sulton, 2020. Learning English Phonology on English Language Education Study Program State Universities in Malang. pp. 194-195
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35. Kieffer, M. J., & Box, C. D. (2013). Derivational morphological awareness, academic vocabulary, and reading comprehension in linguistically diverse sixth graders. Learning and Individual Differences, 24, 168–175.
36. Kieffer M. J., Lesaux N. K. (2012). Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model. Applied Psycholinguistics, 33, 23–54.
37. Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenburg, L., Wade- Woolley, L., & Parrilla, R. (2012). Children’s morphological awareness and reading ability. Reading and Writing, 25(2), 389– 410.
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39. Kitchenham, M., 2011. Innovative techniques in instruction technology, E-learning, E-assessment and education. New York: Springer
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50. Ngene, Patrick. & Jeptarus, Kipsamo, (2016). Lexico–Semantic Errors of the Learners of English: A Survey of Standard Seven Keiyo– Speaking Primary School Pupils in Keiyo District, Kenya https://files.eric.ed.gov/fulltext/EJ1102824.pdf
51. Nielsen, K., 2010. Experiences obtained with integration of student response systems for ipod touch and iphone into e-learning environments. Journal of E-learning, 8 (2), pp.179-190
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57. Reid, D., 2010. iPod, iPhone and now iPad. World Conference on Educational Media, Hypermedia and Telecommunications, pp.2862-2864
58. Rennie, F., 2012. E-Learning and Social Networking Handbook. London: Routledge
59. Richards-Tutor, C., Baker, D. L., Gersten, R., Baker, S. K., & Smith, J. M. (2016). The Effectiveness of reading interventions for english learners: A research synthesis. Exceptional Children, 82(2), 144–169. https://files.eric.ed.gov/fulltext/ED589017.pdf
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66. Silverman, R. D., Proctor, C. P., Harring, J. R., Doyle, B., Mitchell, M. A., & Meyer, A. G. (2014). Teachers’ instruction and students’ vocabulary and comprehension: An exploratory study with English monolingual and spanish-english bilingual students in grades 3-5. Reading Research Quarterly, 4 9 ( 1 ) , 31–60. https://doi-org.trmproxy.mnpals.net/10.1002/rrq.63
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71. Townsend, D., Filippini, A., Collins, P., & Biancarosa, G. (2012). Evidence for the importance of academic word knowledge for the academic achievement of diverse middle school students. The Elementary School Journal, 112(3), 497–518. https://doi.org/10.1086/663301
72. Tsang, Y., & Chen, H. (2013). Early morphological processing is sensitive to morphemic meanings: Evidence from processing ambiguous morphemes. Journal of Memory and Language, 68(3), 223–239.
73. Venezky, Richard l. 1999. The American Way of Spelling: The Structure and Origins of American English Orthography. New York: Guilford Press. https://files.eric.ed.gov/fulltext/ED610509.pdf
74. Wael Abdulrahman Almurashi, 2016. The Effective Use of Youtube  Videos for Teaching English Language in Classrooms as Supplementary Material at Taibah University in Alula
75. Wood, C. L., Schatschneider, C., & VelDink, A. (2021). The relation between academic word use and reading comprehension for students from diverse backgrounds. Language, Speech, and Hearing Services in Schools, 5 2 ( 1 ) , 273–287. https://web-b-ebscohost-com.trmproxy.mnpals.net/ehost/pdfviewer/pdfviewer?vid=8&sid=b9b9bdf3-c948-4ead-83f6-8d87547ad067%40pdc-v-sessmgr01
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