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Rhyming in the context of the phonological awareness of pre-school children ; Rima v kontekstu fonološke ozaveščenosti predšolskih otrok
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In: CEPS Journal 11 (2021) 1, S. 115-138 (2021)
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Förderung ab Geburt mit dem Programm "PAT - Mit Eltern Lernen": Effekte im ersten Kindergartenjahr ; Early support with the program "PAT - Mit Eltern Lernen": effects in the first year of Kindergarten
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In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 285-296 (2021)
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Rhyming in the context of the phonological awareness of pre-school children ... : Rima v kontekstu fonološke ozaveščenosti predšolskih otrok ...
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Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern
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In: Valtin, Renate [Hrsg.]; Naegele, Ingrid [Hrsg.]: "Schreiben ist wichtig!". Grundlagen und Beispiele für kommunikatives Schreiben(lernen). 4. Auflage. Frankfurt a.M. : Arbeitskreis Grundschule e.V. 1994, S. 23-53. - (Beiträge zur Reform der Grundschule; 67/68) (2020)
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Einleitung: Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 7-12 (2020)
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Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus
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In: KiTa aktuell. Bayern 32 (2020) 10, S. 241-243 (2020)
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Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020)
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Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern ...
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Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus ...
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Sprachenvielfalt und Mehrsprachigkeit in sprachlich heterogenen Kindertageseinrichtungen
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 12 ; 4 ; 439-453 (2020)
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Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children ...
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Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children
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In: Early child development and care 189 (2019) 2, S. 339-351 (2019)
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Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern
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In: Frühe Bildung 8 (2019) 4, S. 181-186 (2019)
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Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools
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In: NPP eBooks (2019)
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Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern ...
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Longitudinal and Geographic Trends in Family Engagement During the Pre-kindergarten to Kindergarten Transition
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2019)
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Die Sprache der Sprachförderung - ist das sprachliche Handeln an die Förderbedarfe von DaZ-Kindern angepasst?
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 11 ; 1 ; 81-98 ; (Vor-)Schulkinder mit Deutsch als Zweitsprache im Fokus von Spracherwerbsforschung und Sprachdidaktik (2018)
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Closing the achievement gap through parent education and quantitative linguistic feedback: The use of LENA Start to improve the home linguistic environment and parental knowledge of child development
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In: Graduate Theses and Dissertations (2017)
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Abstract:
This study investigates the use of an eight-week, parent-education program (LENA Start™) to increase the amount of child-directed speech, quantity of conversations, and parental knowledge of child development. For most young children, parents or caregivers primarily provide their language and literacy environment. However, all children do not receive the same early experiences due to differences in socioeconomic status or parent knowledge. Such differences can result in varied quantity and quality of linguistic input to the child, influencing later academic achievement. Therefore, interventions to combat the achievement gap between children of low and high socioeconomic status families are used and researched. To that end, 46 parents of infants and toddlers, about half of whom identified receiving public assistance, completed the LENA Start™ program and were assessed for growth in linguistic behaviors and child development knowledge. Participants received tips and practice to increase the number of words spoken to and the number of conversations engaged in with their child, paired with information about child language and brain development. Each week, participants recorded the number of words spoken to and number of conversational turns taken with their child by use of the LENA Digital Language Processor, receiving quantitative linguistic feedback. Participants completed pre and post SPEAK surveys, a test of parent child development knowledge, as well as the LENA Snapshot, a self-report questionnaire of child language ability. Findings revealed growth in word count and conversational turns, as well as growth in the overall knowledge of child development. No differences were found in growth or number of words and conversational turns based on participant public assistance status, although participants who received public assistance scored significantly lower on child development knowledge. Finally, the participants’ children exhibited greater than expected growth in language ability during the program. These findings provide evidence of a relationship between growth in linguistic behaviors and attending LENA Start™, an association among parent knowledge of child development and linguistic behavior, and the potential impact of increased parent linguistic behaviors on child language ability. The broader implications of these findings, the limitations, and the future directions of this research are discussed.
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Keyword:
Achievement Gap; Developmental Psychology; Early Childhood; Early Language; Early Literacy; Education; Intervention; Kindergarten Teacher Education; Parent Education; Parent Knowledge of Child Development; Pre-Elementary
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URL: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=6641&context=etd https://lib.dr.iastate.edu/etd/15634
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READY FOR KINDERGARTEN: A TRAINING PROGRAM DESIGNED TO ENCOURAGE PARENT-CHILD CONVERSATION DURING THE PRESCHOOL YEARS ...
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Von der Beobachtung zum Förderkonzept: Jedes Spiel ist Förderung ...
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