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Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
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Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
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Morphological Analysis Training for English Language Learners With Reading Difficulties
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In: Davidson, Sean Jeremy. (2014). Morphological Analysis Training for English Language Learners With Reading Difficulties. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/70c919st (2014)
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Morphological Analysis Training for English Language Learners With Reading Difficulties
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Morphological Analysis Training for English Language Learners With Reading Difficulties
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Vers une nouvelle contextualisation de l’éveil aux langues à La Réunion : étude de cas en réseau d’éducation prioritaire
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In: ISSN: 1247-1194 ; Travaux & documents ; https://hal.univ-reunion.fr/hal-02047507 ; Travaux & documents, Université de La Réunion, Faculté des lettres et des sciences humaines, 2014, Mutations en contexte dans la didactique des langues : le cas de l’approche plurilingue, pluriculturelle et de la perspective actionnelle, pp.189-206 (2014)
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La mise en discours de la conscience plurilingue dans les biographies langagières d’étudiants en Parcours FLES
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In: Vers le plurilinguisme ? Vingt ans après ; https://hal-univ-paris3.archives-ouvertes.fr/hal-01430788 ; V. Bigot, A. Bretegnier & M. Vasseur (éd.). Vers le plurilinguisme ? Vingt ans après, Éditions des Archives Contemporaines, 2014 (2014)
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A componential analysis of reading comprehension in Chinese EFL learners ... : Komponentenanalyse der Lesefähigkeit von chinesischen EFL-Lernenden ...
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Die LeseCheckBox des Stadtschulrates für Wien
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 122-128 (2014)
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Peer group and friend influences on the social acceptability of adolescent book reading
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In: Research outputs 2014 to 2021 (2014)
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Diz-me as letras e eu escrevo: a descoberta da escrita no Jardim de Infância
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Avaliação e Promoção da Consciência Fonológica em Crianças Pré-Escolares, com e sem problemas de linguagem
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Rosa, João; Fernandes, Tânia. - : CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa, 2014
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A avaliação do desenvolvimento da consciência fonológica em crianças de 5 anos
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Förderung von Sprach(lern)bewusstheit und Sprach(lern)kompetenz durch germanische Interkomprehensionsansätze ...
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Development of Metalinguistic Awareness: Evidence from Children’s Overt Productions
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In: ETSU Faculty Works (2014)
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Development of Metalinguistic Awareness: Evidence from Children’s Overt Productions
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In: ETSU Faculty Works (2014)
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The children's acquisition of shenme in Mandarin Chinese
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Liao, Min. - : Sydney, Australia : Macquarie University, 2014
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Phonological awareness and early reading skills in children with cochlear implants
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Abstract:
This paper summarizes findings from a population study on outcomes of children with hearing loss in Australia, the Longitudinal Outcomes of Children with Hearing Impairment (http://www.outcomes.nal.gov.au) study. Children were evaluated at several intervals using standardized tests, and the relationship between a range of predictors and the outcomes was examined. This paper reports the performance of children with cochlear implants at 5 years of age together with factors predicting word reading ability. Earlier age at cochlear implantation was significantly associated with better word reading ability, after controlling for the effects of language, receptive vocabulary, nonverbal cognitive ability, and device configuration. ; 3 page(s)
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Keyword:
Children; Cochlear implants; Language; Phonological awareness; Reading
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URL: http://hdl.handle.net/1959.14/314999
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Growing Ideas - Word Play All Day - Early Literacy in Action
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In: Early Childhood Resources (2014)
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