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46
Hits 1 – 20 of 917
1
融合英語童謠教學在國小二年級學生的音韻覺識及學習動機上的行動研究 ; An Action Research of English Nursery Rhymes Instruction on Phonological Awareness and Learning Motivation among Elementary Second Grade Students
張雅燕
;
CHANG, YA-YEN
. - 2022
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2
The Influence of L1 and L2 Phonological Awareness on L2 Vocabulary Learning ...
Alves, Fernanda
. - : Open Science Framework, 2022
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3
Success Is Not the Entire Story for a Scientific Theory: The Case of the Phonological Deficit Theory of Dyslexia
Pierluigi Zoccolotti
In: Brain Sciences; Volume 12; Issue 4; Pages: 425 (2022)
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4
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
Ellen Ormel; Marcel R. Giezen; Harry Knoors; Ludo Verhoeven; Eva Gutierrez-Sigut
In: Languages; Volume 7; Issue 1; Pages: 51 (2022)
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5
The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
Schaefer, Maxine
. - : Open Science Framework, 2022
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6
Phonological awareness digital program: a randomized controlled study ; Programa digital para la conciencia fonológica: un estudio aleatorizado
Lousada, Marisa
;
Sá-Couto, Pedro
;
Sá, Marta
. - : Universidad Complutense de Madrid; Universidad de Castilla la Mancha; Colegio Oficial de Logopedas de Castilla la Mancha, 2022
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7
Percurso desenvolvimental da leitura : o impacto de um programa de intervenção em consciência fonológica - PICF
Gomes, Clara Sofia Torres
. - 2022
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8
Phonological awareness digital program: a randomized controlled study ; Programa digital para la conciencia fonológica: un estudio aleatorizado
Sá, Marta
;
Sa Couto, P.
;
Lousada, Marisa
. - : Universidad de Castilla-La Mancha: Colegio Oficial de Logopedas de Castilla-La Mancha, 2022. : Universidad Complutense de Madrid: Facultad de Psicología, 2022
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9
Early Auditory Event-Related Potentials Are Modulated by Alphabetic Literacy Skills in Logographic Chinese Readers
Zhang, Yubin
;
Pattamadilok, Chotiga
;
Lau, Dustin Kai-Yan
...
In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-03340213 ; Frontiers in Psychology, Frontiers, 2021, 12, pp.663166. ⟨10.3389/fpsyg.2021.663166⟩ (2021)
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10
Music teaching and the promotion of phonological awareness in 5- and 6-year-old children
Pereira, Ana Isabel
;
Gouveia Moniz, Mário
. - 2021
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11
Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade
Batalha, Joana
;
Bragança, Bruna
;
Lobo, Maria
. - 2021
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12
Γνώσεις και Πρακτικές Νηπιαγωγών και Δασκάλων των δύο πρώτων τάξεων του Δημοτικού για τη Φωνολογική Επίγνωση ...
Βασιλείου, Νικολέτα Γεωργίου
. - : Aristotle University of Thessaloniki, 2021
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13
Διδασκαλία της ορθογραφημένης γραφής σε μαθητές Δημοτικού με δυσλεξία στο μάθημα της Γερμανικής ως Β΄ ξένης γλώσσας ...
Τσακαλίδου, Σοφία Π.
. - : Aristotle University of Thessaloniki, 2021
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14
Phono-palooza: it is about the sounds we hear increasing phonological awareness instruction in early primary classrooms ...
Bauer, Janet
. - : Electronic version published by Vancouver Island University, 2021
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15
Research Instruments ...
Schaefer, Maxine
. - : Open Science Framework, 2021
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16
Neurocognitive Predictors of Response to Intervention With GraphoGame Rime ...
Wilson, A
;
Ahmed, H
;
Mead, Natasha
. - : Apollo - University of Cambridge Repository, 2021
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17
Phonological processing skills and their longitudinal relation to first and additional language literacy in isiXhosa and isiZulu speaking children ...
Schaefer, Maxine
. - : Open Science Framework, 2021
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18
A poesia enquanto estratégia para o desenvolvimento da consciência fonológica
Araújo, Carolina Pires
. - 2021
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19
Desenvolvimento da consciência fonológica no 1º ano do 1º CEB
Carreira, Patrícia Ferreira Amado
. - 2021
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20
Tarefas de Estímulo de Consciência Fonológica no Ensino de Inglês no 1.º Ciclo do Ensino Básico
Santos, Maria dos Anjos Ferreira dos
. - : Instituto Politécnico do Porto. Escola Superior de Educação, 2021
Abstract:
Este estudo foi realizado no âmbito do Relatório Final de Estágio do Mestrado em Ensino de Inglês no 1.º Ciclo do Ensino Básico e tem como objetivo averiguar se os alunos identificam as vogais do inglês /i:/ e /I/; /ε/ e /æ/; /u:/ e /ʊ/ e se distinguem as que não fazem parte do inventário fonológico do português; verificar se há transferência de características dos sons vocálicos da língua materna durante a operacionalização dos sons em inglês e se a transferência tende a diminuir com a realização de tarefas envolvendo a perceção e produção dos sons vocálicos em questão. O estudo empírico integrou a Prática de Ensino Supervisionada num estudo qualitativo de investigação-ação, com recurso à análise dos instrumentos de recolha de dados elaborados. Esses instrumentos incluíram tarefas de discriminação auditiva, de atividades de compreensão oral e escrita e de produção oral e escrita. Os resultados obtidos permitem afirmar que, para produzir as vogais /I/, /æ/e /ʊ/, os alunos precisam de as perceber, para que, posteriormente, as possam manipular corretamente. Também é possível afirmar que o ensino do sistema de sons em sala de aula, pelo professor, através de atividades de caráter mais lúdico - história, trava-línguas, músicas e jogos - é relevante para o desenvolvimento da consciência dos fonemas em língua estrangeira. Este trabalho de treino deve ser sistemático e consistente, implicando bastante tempo e conhecimentos linguísticos nas áreas da fonética e fonologia por parte do professor. ; This study has been developed for the Final Internship Report of the Master’s Degree in Primary English Teaching and its aims are to find out if the students identify the following vowels from the English language: /i:/ e /I/; /ε/ e /æ/; /u:/ e /ʊ/ and if they can distinguish which ones are not part of the phonological inventory of the Portuguese language; to verify if there is a transfer of the native language vowel sounds in the production of the sounds and also if that transfer decreases with tasks involving perception and production of those sounds. The empirical study integrated the Supervised Teaching Practice in a qualitative intervention-action study, using the analysis of data collection tools which included auditory discrimination tasks, oral and writing comprehension activities, and oral and writing production activities. The results achieved allow us to affirm that, in order to produce the vowel sounds /i:/ and /I/; /ε/ and /æ/; /u:/ and /ʊ/, students need to perceive them so that later they can correctly use them. It is also possible to state the relevance of teaching the sound system in the classroom, by the teacher, using playful activities, including stories, tongue twisters, songs and games to develop the students’ awareness of the phonemes in a foreign language. This work must be systematic, and it involves a lot of time and linguistic knowledge in the area of phonetics and phonology by the teacher.
Keyword:
Desenvolvimento da Consciência Fonológica
;
Development of phonological awareness
;
Domínio/Área Científica::Ciências Sociais::Ciências da Educação
;
Domínio/Área Científica::Humanidades::Línguas e Literaturas
;
English as foreign language
;
Ensino de Inglês
;
Perception and production tasks
;
Tarefas de perceção e produção articulatória
URL:
http://hdl.handle.net/10400.22/18153
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