@misc{khosravi2017symmetrical,
  abstract = {This study seeks to investigate the impact of symmetrical (S) and asymmetrical (AS) scaffolding, which are two types of scaffolding, on advance students' reading comprehension. Forty advance Iranian EFL learners participated in this study. The participants were both male and female students with an average age of 21 with almost the same educational facilities and physical conditions in the academic year 2015-2016. They were randomly divided into control and experimental groups. Each group had 20 students. Classes were taught by two different teachers. Each of the teachers has two classes (one symmetrical and one asymmetrical). After administering a Pre-test, they [...]},
  author = {Khosravi, Somayeh Khajeh},
  interhash = {91999d7905566d6d12794962ed71e056},
  intrahash = {f734468a065e2e6c6968784e44db2e73},
  month = {3},
  title = {SYMMETRICAL AND ASYMMETRICAL SCAFFOLDING IN ENGLISH READING COMPREHENSION OF IRANIAN EFL LEARNERS},
  uniqueid = {edsbas.ftjejesojs.oai.ojs.edu.oapub.org.article.596|edsbas},
  year = 2017
}

@misc{mckenzie2011scaffolding,
  abstract = {English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local elementary school were struggling, and school personnel implemented scaffolding in an effort to address student needs. The purpose of this mixed methods study was to examine how personnel in one diversely populated school employed scaffolding to accommodate ELLs. Vygotsky's social constructivist theory informed the study. Research questions were designed to elicit the teachers' perceptions related to the use of scaffolding for ELLs and to examine the impact scaffolding had on ELLs reading performance. The perceptions of 14 out of 15 participating teachers were investigated via focus group interviews that were transcribed. Observation data were gathered to determine teachers' use of particular strategies. Hatch's method for coding and categorical analysis was used. Emerging themes included "background knowledge," "comprehension" and "evaluation." Participating teachers felt scaffolding strategies were crucial for building a solid foundation for ELL academic success. Pre and posttest scores in reading of 105 ELLs were analyzed using a paired samples t test. There were statistically significant gains in 13 of 15 performance indicators over the 3-month cycle of instruction. Implications for social change include strategies for classroom teachers and their administrators concerning scaffolding reading instruction with ELLs in order to help these students increase their reading performance levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]},
  author = {McKenzie, Lolita D.},
  interhash = {fe7d7642636e567b3cf5849b1f2a7e6a},
  intrahash = {978f317bca6298ff7bd03edd736b8981},
  journal = {ProQuest LLC},
  month = {1},
  title = {Scaffolding English Language Learners' Reading Performance},
  uniqueid = {ED536391|eric},
  year = 2011
}

@article{shannon1951prediction,
  author = {Shannon, Claude Elwood},
  interhash = {daabc21c7f6e71f6e78a10c8d3492927},
  intrahash = {2e79cf0f6022645a632b13e081b0b035},
  journal = {Bell System Technical Journal},
  month = jan,
  pages = {50--64},
  title = {Prediction and Entropy of Printed English},
  url = {http://languagelog.ldc.upenn.edu/myl/Shannon1950.pdf},
  volume = 30,
  year = 1951
}

@book{Brians.2009,
  author = {Brians, P.},
  interhash = {d237a5d125a99e9fa275ede77684a080},
  intrahash = {57de44795c98f1df16e46f8b644e53cd},
  month = {2},
  publisher = {Franklin Beedle & Associates},
  title = {Common Errors in English Usage},
  year = 2009
}

@book{Leo.org14,
  author = {leo.org},
  interhash = {71a2b382c2cb90445c0d229c0cea5ac8},
  intrahash = {9113c4b974a362d4359dc52f32e5d38b},
  key = {Leo.org14},
  title = {{German-English Dictionary}},
  year = 2002
}

@book{wordnet,
  abstract = {WordNet, an electronic lexical database, is considered to be the most important resource available to researchers in computational linguistics, text analysis, and many related areas. Its design is inspired by current psycholinguistic and computational theories of human lexical memory. English nouns, verbs, adjectives, and adverbs are organized into synonym sets, each representing one underlying lexicalized concept. Different relations link the synonym sets.

The purpose of this volume is twofold. First, it discusses the design of WordNet and the theoretical motivations behind it. Second, it provides a survey of representative applications, including word sense identification, information retrieval, selectional preferences of verbs, and lexical chains.},
  address = {Cambridge, MA},
  editor = {Fellbaum, Christiane},
  interhash = {42daa1681607dd1d3f3234c605d84ec3},
  intrahash = {2e282d8bb3aa81b255b179c0772b3bf7},
  isbn = {978-0-262-06197-1},
  month = May,
  publisher = {The MIT Press},
  title = {WordNet An Electronic Lexical Database },
  url = {http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=8106},
  year = 1998
}

@article{schoenefeld1988say,
  author = {Schoenfeld, Robert},
  doi = {10.1002/anie.198810501},
  interhash = {8e06af7a5a9d639834c44363af975c63},
  intrahash = {9d15e1d0bab6dde0c552c8e7c82ff0fb},
  journal = {Angewandte Chemie International Edition in English},
  number = 8,
  pages = {1050-1057},
  source = {Wiley Plain Text file from www3.interscience.wiley.com},
  title = {Say It in English, Please!},
  typesource = {Wiley},
  url = {http://www3.interscience.wiley.com/cgi-bin/abstract/106598330/ABSTRACT?CRETRY=1&SRETRY=0},
  volume = 27,
  year = 1988
}