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Hits 2.161 – 2.177 of 2.177

2161	Context based meaning extraction by means of markov logic
	Imran Sarwar Bajwa
	In: http://www.cs.bham.ac.uk/~isb855/papers/2010 - Meaning Extraction - IJCTE 2(1).pdf
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2162	Assessing ESL Students ’ Awareness and Application of Metacognitive Strategies in Comprehending Academic Materials
	Graceful Onovughe; Adedipe; Temidayo Hannah
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2163	CONSCIOUS INVESTIGATION AND EWESTIGATIVE-ORIENTED LEARNING (IOL) IN LANGUAGE TEACHING
	In: http://cvc.cervantes.es/literatura/cauce/pdf/cauce24/cauce24_14.pdf
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2164	Universidade Federal do Pampa – Rio Grande – Rio Grande do Sul – Brasil
	Linguagem E Cognição; Redescrição Representacional; Aline Lorandi...
	In: http://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/download/10590/7415/
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2165	Online Plurilingual Interaction in the Development of Language Awareness
	Maria Helena
	In: http://galanet.eu/publication/fichiers/Sa+and+Melo_en.pdf
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2166	Linguistic Proficiency and Strategies on Reading Performance in English
	Seyed Hassan Talebi
	In: http://www.e-iji.net/dosyalar/iji_2015_1_4.pdf
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2167	Original Contribution CULTURAL STUDIES IN THE FRAMEWORK OF ENGLISH LANGUAGE TEACHING
	A. Arnaudova
	In: http://tru.uni-sz.bg/tsj/vol4n4_2006/arnaudova a.pdf
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2168	EFL Learners Setting Foot on American Land for the First Time
	Thao Lê; Quynh Lê; Ai-hwa Chen
	In: http://www.educ.utas.edu.au/users/tle/JOURNAL/issues/2008/26-4.pdf
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2169	Awareness: Word Awareness in English and Japanese Users of Chinese as a Second Language
	Benedetta Bassetti
	In: http://www.bisal.bbk.ac.uk/publications/volume2/pdf/article1pdf/
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2170	THE POETICS OF EVERYDAY LANGUAGE DR. GEOFF. HALL*
	Key Words
	In: http://cvc.cervantes.es/literatura/cauce/pdf/cauce24/cauce24_07.pdf
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2171	Metacognitive Awareness of Reading Strategies among Iranian EFL Learners in an “Input-poor ” Environment
	Mohsen Mahdavi; Majid Mehrabi
	In: http://www.issr-journals.org/links/papers.php?application%3Dpdf%26article%3DIJIAS-14-093-11%26journal%3Dijias
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2172	Spelling well despite developmental language disorder: what makes it possible?
	Rakhlin, Natalia (authoraut); Cardoso-Martins, Cláudia (authoraut); Kornilov, Sergey A (authoraut); Grigorenko, Elena L (authoraut)
	Abstract: The goal of the study was to investigate the overlap between developmental language disorder (DLD) and developmental dyslexia, identified through spelling difficulties (SD), in Russian-speaking children. In particular, we studied the role of phoneme awareness (PA), rapid automatized naming (RAN), pseudoword repetition (PWR), morphological (MA), and orthographic awareness (OA) in differentiating between children with DLD who have SD from children with DLD who are average spellers by comparing the two groups to each other, to typically developing children as well as children with SD but without spoken language deficits. One hundred forty-nine children, aged 10.40 to 14.00 years, participated in the study. The results indicated that the SD, DLD, and DLD/SD groups did not differ from each other on PA and RAN Letters and underperformed in comparison to the control groups. However, whereas the children with written language deficits (SD and DLD/SD groups) underperformed on RAN Objects and Digits, PWR, OA, and MA, the children with DLD and no SD performed similarly to the children from the control groups on these measures. In contrast, the two groups with spoken language deficits (DLD and DLD/SD) underperformed on RAN Colors in comparison to the control groups and the group of children with SD only. The results support the notion that those children with DLD who have unimpaired PWR and RAN skills are able to overcome their weaknesses in spoken language and PA and acquire basic literacy on a par with their age peers with typical language. We also argue that our findings support a multifactorial model of DLD. ; P50 HD052120, R01 DC007665 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3787991.
	Keyword: Adolescent; Awareness/physiology; Child; Child Language; Dyslexia/physiopathology; Female; Humans; Language Development Disorders/physiopathology; Language Tests; Male; Phonetics; Reading
	URL: http://purl.flvc.org/fsu/fd/FSU_pmch_23860907 https://doi.org/10.1007/s11881-013-0084-x http://diginole.lib.fsu.edu/islandora/object/fsu%3A598507/datastream/TN/view/Spelling%20well%20despite%20developmental%20language%20disorder.jpg
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2173	Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
	Wagner, Richard K (authoraut); Rashotte, Carol A (authoraut); Torgesen, Joseph K (authoraut).
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2174	Predictive validity of the get ready to read! Screener: concurrent and long-term relations with reading-related skills.
	Phillips, Beth M (authoraut); Wyatt, Marcy A (authoraut); Lonigan, Christopher J (authoraut)
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2175	A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
	Swanson, Elizabeth (authoraut); Wanzek, Jeanne (authoraut); Petscher, Yaacov (authoraut).
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2176	Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills.
	Lerner, Matthew D (authoraut); Lonigan, Christopher J (authoraut)
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2177	Un modelo de enfoque plurilingüe para la enseñanza de la lengua en la escuela
	Martín Peris, Ernesto. - : Universidade do Porto
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