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Morphological Analysis Training for English Language Learners With Reading Difficulties
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22 |
The children's acquisition of shenme in Mandarin Chinese
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Liao, Min. - : Sydney, Australia : Macquarie University, 2014
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23 |
Design and Evaluation of English Oral Communication Course at Kansai University
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24 |
Journey to the syllables’ world : intervention in phonological awareness
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25 |
MELODÍAS EN EL PROCESO DE DESARROLLO DE LA CAPACIDAD LECTORA
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In: Tonos Digital; NÚMERO 25 - JULIO 2013 (2013)
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26 |
Els usos interpersonals o privats. Balanç i perspectives de futur ; Interpersonal or private language uses in Catalonia. A balance and future prospects
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In: Treballs de Sociolingüística Catalana; Núm. 22 (2012): Els usos lingüístics a Catalunya: un estat de la qüestió; 59-72 (2013)
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27 |
Apprendre une langue : les enjeux du « jeu intérieur »
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In: Langages, N 192, 4, 2013-12-01, pp.119-130 (2013)
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28 |
Developing phonemic awareness skills and reading readiness in kindergarten children
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Abstract:
The purpose of this investigation is to examine how metalevel instruction, dramatic play, and pretend play affect the developmental gain in phonemic awareness skills, including rhyming, segmenting, and blending throughout the kindergarten school year. The data collected includes: six kindergarten teacher interviews, a Likert Inventory given to the kindergarten teachers, two first grade teacher interviews, kindergarten pre- and post-phonological and phonemic awareness assessment scores, and first grade pre-phonological and phonemic awareness assessment scores. This study took place in an urban community in Connecticut. This district serves students from grades pre-kindergarten through grade 12. The data revealed a positive correlation between "metalevel" instruction, dramatic play, and pretend play, resulting in higher student achievement in the phonemic awareness areas of rhyming, segmenting, and blending. Therefore, as a result of this investigation, it is recommended that "metalevel" instruction, dramatic play, and pretend play be common everyday occurrences in the kindergarten classroom. This can be done through the use of Reader's Theaters, props for retelling stories, a "Free Play" area, teacher read-alouds, and mini-lessons. In the literacy-play workstation, students have a variety of props to choose from and are encouraged to use them to retell stories they have read. Students are also exposed to interactive read-alouds, songs, poems, and phonemic-awareness games. Teachers use "metalevel" instruction for their literacy lessons, connect to previous lessons, state specific goals/purposes of the lessons, demonstrate how that skill is applied, and give students the time to practice applying the skill. This research investigation found that phonemic awareness skills of rhyming, segmenting, and blending, are positively affected by the weekly integration of dramatic play, pretend play, and "metalevel" instruction.
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Keyword:
English language -- Phonemics -- Study and teaching (Elementary) -- United States; Language arts (Kindergarten) -- United States; Phonemic awareness; Phonemics; Reading (Kindergarten) -- United States -- Evaluation
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URL: http://content.library.ccsu.edu/cdm/ref/collection/ccsutheses/id/1770
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29 |
The acquisition of differential object marking in L2 Spanish learners
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31 |
A formative study of rhythm and pattern: semiotic potential of multimodal experiences for early years readers
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32 |
Beyond orality and literacy : reclaiming the sensorium for composition studies
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33 |
Raising cultural awareness as part of EFL teaching in Japan
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34 |
Teachers' perceptions of the use of ASL phonological instruction to develop ASL and English literacy in an ASL/English bilingual preschool
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台灣國小學童音韻遷移現象之研究 ; CROSS-LANGUAGE TRANSFER of PHONOLOGICAL AWARENESS in MANDARIN CHINESE-SPEAKING CHILDREN in TAIWAN
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36 |
English syllable confusion and imitation in Korean bilingual and monolingual children and adults
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37 |
Phonological awareness and explicit instruction in an EFL classroom
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In: CardinalScholar 1.0 (2009)
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38 |
Facilitating Word-Learning Abilities in Children with Specific Language Impairment ...
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Biliteracy effects on phonological awareness, oral language proficiency and reading skills in Taiwanese Mandarin-English bilingual children
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40 |
Facilitating Word-Learning Abilities in Children with Specific Language Impairment
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