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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 41 – 54 of 54 41 Acquisition of the English article system by Thai learners : an analysis of metalinguistic knowledge in English article use ... Soisithorn Isarankura. - : Chulalongkorn University, 2008 BASE Show details 42 「進学動機の自覚を促す」日本語教育実践の意義 : レポート分析とエピソード・インタビューを基に 市嶋 典子; 長嶺 倫子; Noriko ICHISHIMA. - : 国立国語研究所, 2008 BASE Show details 43 Eurobarometer 67.1: Cultural Values, Poverty and Social Exclusion, Developmental Aid, and Residential Mobility, February-March 2007 ... : Version 2 ... Papacostas, Antonis. - : ICPSR - Interuniversity Consortium for Political and Social Research, 2008 BASE Show details 44 Eurobarometer 67.1: Cultural Values, Poverty and Social Exclusion, Developmental Aid, and Residential Mobility, February-March 2007 ... : Archival Version ... Papacostas, Antonis. - : ICPSR - Interuniversity Consortium for Political and Social Research, 2008 BASE Show details 45 Intercultural communication in a development project in Samoa Byrnes, Frances Mary. - : Australia : Macquarie University, 2005 BASE Show details 46 Phonological awareness in children with specific language impairment Thatcher, Karen L. In: Virtual Press (2003) BASE Show details 47 Effects of supplemental, small-group instruction on at-risk kindergartners' metalinguistic awareness. Reed-Schuster, Teresa Lynn.. - : Northern Illinois University., 2002 Abstract: Sorry, the full text of this article is not available in Huskie Commons. Please click on the alternative location to access it. ; 160 p. ; This dissertation sought to determine whether supplemental, small-group instruction would have significant positive effects on at-risk kindergartners' metalinguistic skills, whether growth would be maintained over a 16-week period in which no formal instruction occurred, and the extent to which letter-sound knowledge and phonemic segmentation ability contribute to the task of reading unknown words.Forty-six kindergartners from a small, rural, low-to-middle-class school district were determined to be at-risk for future reading difficulties. Students were pretested in rhyme, letter-sound knowledge, Elision (deletion), sound matching, phonemic segmentation, and nonword decoding. Students were randomly divided into treatment and control groups, which were determined to be statistically equivalent. Treatment group students received 13 hours of supplemental instruction (40 twenty-minute lessons in groups of three) in the metalinguistic skills of rhyme, letter-sound knowledge, sound position, phonemic segmentation, invented spelling, and simple decoding. Control group students received the standard kindergarten literacy curriculum.Posttests in letter-sound knowledge, phonemic segmentation, and nonword decoding were administered immediately following the intervention and 16 weeks later in the fall of the subsequent school year. Analysis of variance (ANOVA) results determined that significant differences existed between the groups' scores in letter-sound knowledge, phonemic segmentation, and nonword decoding immediately following the training. Sixteen weeks later, significant differences continued to exist between the groups' phonemic segmentation and nonword decoding scores; however, the difference in letter-sound knowledge scores was no longer significant. A follow-up analysis was conducted on the growth of the Treatment and Control groups' letter-sound knowledge scores from pretest to posttest 2, and it was determined that a significant, positive effect had been maintained for the Treatment group. A least-squares multiple-regression analysis determined that 58.2% of the variance of nonword decoding scores could be explained by the combined effects of letter-sound knowledge and phonemic segmentation ability.Conclusions of this study were that supplemental, small-group instruction can significantly raise at-risk students' knowledge of letters and sounds, phonemic awareness, and initial decoding skills. These gains were maintained over summer break. Two of the major components of the intervention, instruction in letters and sounds and phonemic segmentation, were found to contribute heavily to a beginning reader's ability to decode unknown words. Implications include the possible identification and acceleration of at-risk students' early literacy knowledge for the purpose of preventing future reading disabilities. In addition, existing support staff in small districts can be trained and utilized to provide effective early intervention to at-risk kindergartners. Keyword: Children Language; Early Childhood; Education; English language Remedial teaching; Language and Literature; Language awareness in children; Reading URL: http://hdl.handle.net/10843/11124 http://commons.lib.niu.edu/handle/10843/11124 BASE Hide details 48 The structure and development of phonological awareness : a guide for finding more effective training methods Watts, Jennifer Lynn. - 2002 BASE Show details 49 The Effect of a One-Year Difference on Japanese High School Students' Metacognitive Awareness of EFL Reading Hirano Kinue. - : 上越教育大学, 1999 BASE Show details 50 Japanese High School Students' Metacognitive Awareness of EFL Reading : The Effect of Grade Difference Hirano Kinue. - : 上越教育大学, 1999 BASE Show details 51 Early lexical exponents & 'related' lexical items as manifestation of conceptual/semantic primitives in child language ... Tien, Adrian. - : The Australian National University, 1999 BASE Show details 52 An examination of the relationship between the development of phonemic awareness and developing fluency in first grade children Hatfield, V. Karen In: Virtual Press (1992) BASE Show details 53 A study of the comprehension of metaphors by seven- and eleven-year old children ; Comprehension of metaphors by seven- and eleven-year old children. Barmore, Beth A. In: Virtual Press (1985) BASE Show details 54 Primary children's print awareness and self-correction behavior as predictors of reading achievement Harlin, Rebecca Potter, 1949-. - 1981 BASE Show details Page: 1 2 3

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