| 1 |
Adquisición de rasgos gramaticales del español por hablantes adultos de ruso: identificando las áreas de dificultad dentro de una instrucción gramatical explícita : = Acquisition of Spanish grammatical features by adult speakers of Russian: identifying areas of difficulty within an explicit grammatical instruction
|
|
|
|
In: Estudios de lingüística. - Alicante 32 (2018), 33-71
|
|
BLLDB
|
|
Show details
|
|
|
| 2 |
Étudier des numérations orales en classe : quels savoirs mathématiques et langagiers ?
|
|
|
|
In: Au fil des maths ; https://hal.archives-ouvertes.fr/hal-01870517 ; Au fil des maths, APMEP, 2018 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
1997-2017: Twenty Years of Innovation and Research about Awakening to Languages - Evlang Heritage
|
|
|
|
In: ISSN: 2379-7363 ; International Journal of Bias, Identity and Diversities in Education ; https://hal.archives-ouvertes.fr/hal-02428000 ; International Journal of Bias, Identity and Diversities in Education, 2018, 3 (1), pp.10-21. ⟨10.4018/IJBIDE.2018010102⟩ (2018)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Coming from different directions: A comparison of the eye movements of English L1 and Arabic L1 speakers reading in English and the implementation of an intensive reading intervention programme ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About
|
|
|
|
In: Australian Journal of Teacher Education (2018)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Linguistic Diversity as Resource: A Multilevel Approach to Building Awareness in First-Year Writing Programs (and Beyond)
|
|
|
|
In: Author (2018)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages
|
|
|
|
In: Education Sciences ; Volume 8 ; Issue 4 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
"Try not to cry" - Memes, Männlichkeit und Emotionen: zur Entstehung von Affektstrukturen in digitalen Bildpraktiken
|
|
|
|
In: kommunikation @ gesellschaft ; 19 ; 29 ; Originalität und Viralität von (Internet-)Memes (2018)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Language, culture and interculturality through narratives with learners of Spanish as a foreign language
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Variação linguística e ensino de português, língua não materna: o caso dos pronomes átonos
|
|
Costa, Ana Luísa. - : Insttuto Politécnico de Setúbal, Escola Superior de Educação, 2018
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Metaphorical competence in multilingual context of language acquisition and learning
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Teacher Attitudes to Language in University Bilingual Education ; Actitudes de los docentes hacia el papel de la lengua en la educación bilingüe en la universidad
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Habilidades favorecedoras del aprendizaje de la lectura en alumnos de 5 y 6 años ; Favoring skills of learning to read in 5 and 6 years students
|
|
Gutiérrez-Fresneda, Raúl. - : Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje, 2018
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Distinguishing cause from effect - many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
ABC: It’s as Easy as 1, 2, 3 – The Importance of a Multisensory Approach in Phonological Awareness Instruction
|
|
|
|
In: Certificate of Advanced Studies (CAS) in Literacy (2018)
|
|
Abstract:
Currently, more than 20% of kindergarten and first grade students struggle with an aspect of phonological awareness. Further, 80% of struggling readers exhibit weaknesses in phonological processing, which is the basis for grappling with unfamiliar words. Students whose reading achievement is not at grade level by third grade are at risk for not catching up to their more-capable peers. Using social constructivism as the theoretical framework in this action research study, we examined the effect of a multisensory, explicit, and systematic approach in phonological awareness for students in the primary grades. From the larger school population, this study focused on eight specific students in first grade. The structured program, fundations, was implemented throughout the eight week intervention period. Students learned skills to support their ability to decode unknown words through a sequential set of phonics elements in a multisensory approach. Instrumentation included the Gallistel-Ellis Test of Coding Skills, and STAR Early Literacy, which were used for pre and post measures in the fall and again in the winter after the eight week period. Students’ ability to decode consonant-vowel-consonant words increased from an average of 11 words to 21.5 words, and students’ mean score in phonemic awareness increased from 56% to 81% through pre and post testing. Thus, results showed that early intervention using a multisensory approach was effective in providing students strategies to decode unfamiliar words while reading grade level texts.
|
|
Keyword:
Elementary Education and Teaching; Language and Literacy Education; multisensory approach; phonics; Phonological Awareness; primary grades; structured literacy; Teacher Education and Professional Development; whole group and small group instruction
|
|
URL: https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1006&context=lit
https://digitalcommons.sacredheart.edu/lit/7
|
|
BASE
|
|
Hide details
|
|
|
| 18 |
Learners' awareness and attitude towards ELF. A pilot study in an Italian University context
|
|
|
|
In: Lingue e Linguaggi; Volume 26 (2018); 157-172 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Reading skill related to left ventral occipitotemporal cortex during a phonological awareness task in 5–6-year old children
|
|
|
|
In: Linguistics Publications (2018)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities
|
|
|
|
In: Exceptionality Education International (2018)
|
|
BASE
|
|
Show details
|
|
|
|
|
