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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 21 – 40 of 49 21 Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln Labrenz, Annika. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 22 Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“ Feick, Diana; Knorr, Petra. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 23 SOUNDS OF EMERGENCE: THE PEDAGOGY OF LANGUAGE AND LITERACY CON-CEPTS AND STRATEGIES IN AN EARLY LEARNING PROGRAM Moore, Benjamin In: Middle and Secondary Education Dissertations (2021) BASE Show details 24 Improving Reading Comprehension in Arabic English Language Learners Watson, Amanda In: Culminating Experience Projects (2021) BASE Show details 25 Understanding Dyslexia as a Neurological Learning Disability: A Plan for an Instructive Website for Parents and Early Elementary Teachers Gertners, Rasma M In: Culminating Experience Projects (2021) BASE Show details 26 Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln ... Labrenz, Annika. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 27 Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness ... D’Angelo, Francesca. - : Studi di glottodidattica, 2021 BASE Show details 28 Predicting dual-language literacy attainment in Irish-English bilinguals: language-specific and language-universal contributions Barnes, Emily. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2021 BASE Show details 29 O Contributo do Educador para o Desenvolvimento Linguístico das Crianças do Pré-Escolar ; A Consciência Linguística/Práticas Xavier, Natacha. - 2021 BASE Show details 30 Desenvolvimento da consciência metalinguística na aquisição bilingue de português e neerlandês: estudo de caso Caels, Anouschka Maria. - 2021 BASE Show details 31 Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness D’Angelo, Francesca In: Studi di glottodidattica; V. 6, N. 1 (2021); 34 - 46 ; 1970-1861 (2021) BASE Show details 32 Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs Rubio-Cuenca, Francisco; Perea-Barberá, María Dolores. - : Universidad de Alicante. Departamento de Filología Inglesa, 2021 BASE Show details 33 TV Discourse, Grammaticality, and Language Awareness Werner, Valentin. - : Otto-Friedrich-Universität, 2021. : Bamberg, 2021 BASE Show details 34 Content edulcoration as ideology visualization in an English language coursebook Fernandez, R. F. F.; Rubtsova, E. V.; Rojas, S. A. F. In: Praxema (2021) BASE Show details 35 Resettled Syrian Refugee Children in Canada: Oral Language, Literacy and Well-being Al-Janaideh, Redab. - : University of Toronto, 2021 Abstract: The Canadian government has resettled over 57,000 Syrian refugees since 2015. This influx of migrants has offered a chance to evaluate the language development and overall well- being of such a unique group. The primary goals of this dissertation were to examine the extent to which morphological awareness skill predicted Arabic reading skills, as well as to investigate the role of child-specific and family-related predictors of English reading in school-aged Syrian refugee children resettled in Canada.The first study investigated the concurrent and longitudinal role(s) of morphological awareness in Arabic word reading and reading comprehension. A total of eighty-three native Arabic Syrian refugee children aged 6-13 years resettled in Canada were administered measures of nonverbal intelligence, vocabulary, phonological awareness, morphological awareness, word reading and reading comprehension at two points in time. Hierarchical regression analyses indicated that morphological awareness was related to word reading and reading comprehension concurrently and longitudinally, after controlling for age, cognitive abilities, phonological awareness, and vocabulary. Interestingly, these relations remained statistically significant even with the addition of autoregressive controls. The second study was designed to examine the extent to which children’s Attention Deficit Hyperactivity Disorder (ADHD) symptoms, as reported by their parents, predict English word reading, in a sample of one-hundred and thirty-three Syrian refugee children 6-13 years. Using multilevel modeling, child’s ADHD score was a strong predictor of English word reading accuracy, above key cognitive variables. Family time spent in refugee camps significantly moderated the association between ADHD symptoms and English word reading. The findings of the study showed that children with higher ADHD scores performed lower on word reading task after controlling for key cognitive variables. Children who spent more time in refugee camps before resettling in Canada showed higher ADHD symptoms and lower word reading performance compared to children who spent less/no time in refugee camps. Overall, the findings of this dissertation support the relevance of cognitive variables in the development of literacy skills in refugee children who are Arabic native speakers relocated in an English dominant country. Furthermore, the findings highlight the importance of overall well- being and pre-migration factors on children’s learning. ; Ph.D. Keyword: 0620; ADHD; Arabic first language; English second language; Literacy skills; Morphological awareness; Refugees URL: http://hdl.handle.net/1807/109103 BASE Hide details 36 Developing Language-specific Screening Tools: Assessing Phonological Awareness Skills in Urdu-English Bilingual Children Bhalloo, Insiya. - : University of Toronto, 2021 BASE Show details 37 Let's talk: Investigating adult-child interactions within the home-literacy environment to better support children's developing oral language and early-literacy skills Riordan, Jessica Kate. - : University of Otago, 2021 BASE Show details 38 Risk and resilience in beginning reading in New Zealand Cameron, Tracy Ann. - : University of Otago, 2021 BASE Show details 39 TEL y lectura. Propuesta de intervención neuropsicológica diseñada para estimular la conciencia fonológica en primer curso de Educación Primaria Martín-Barrios, Nerea. - 2021 BASE Show details 40 Effect of Bilingualism on Metalinguistic Awareness: A Meta-Analysis Miller, Adriana In: Embargoed Honors Theses, University of Nebraska-Lincoln (2021) BASE Show details Page: 1 2 3

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