2026-09-24T08:29:06Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/80170 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Cziko, Gary A. Graney, John Michael 2015-09-25T19:55:47Z 2015-09-25T19:55:47Z 10000-01-01 1997 1997 Results were examined by groups, items, and individuals. These results indicated that readers used evidentials and relied on the first part of combined sentences in making fact and opinion evaluations. The more proficient second language readers evaluated most sentences similar to first language readers. Two differences that emerged between first language and second language readers included: L1 readers evaluated inferential evidentials as more factual than L2 readers; L1 readers evaluated the ambiguous simple sentence John was wrong as more factual than L2 readers. When it was included in combined sentences, L1 readers appeared to use this complement to evaluate the combined sentences. Finally, some readers applied criteria that were more factual or more opinion in their evaluation of the sentences. Made available in DSpace on 2015-09-25T19:55:47Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9737120.pdf: 8029041 bytes, checksum: 5a276db409909b5696d37bf08f81c23b (MD5) Previous issue date: 1997 Embargo set by: Seth Robbins for item 81452 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 245 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997. http://hdl.handle.net/2142/80170 (MiAaPQ)AAI9737120 eng Education, Reading First and Second Language Readers Distinguishing Fact From Opinion: An Exploratory Study text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.