1 |
Setting a standard for low reading proficiency: A comparison of the bookmark procedure and constrained mixture Rasch model
|
|
|
|
In: PLoS One (2021)
|
|
BASE
|
|
Show details
|
|
3 |
Effects of training phonological awareness on children's reading skills
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Kompetenztestung bei Grundschulkindern: Differenzielle Effekte unterschiedlicher Testbedingungen
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Lesekompetenz, curriculare Veränderungen und Übergang in die Berufsausbildung : Untersuchungen mit Daten des Nationalen Bildungspanels
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Training Early Literacy Related Skills : To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Phonologische Sprachförderung bei Vorschulkindern deutscher und nichtdeutscher Herkunftssprache
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Die Entwicklung schriftsprachlicher Vorläuferfähigkeiten. Wie wirkt sich ein Training musikalischer Fähigkeiten aus?
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Lesekompetenzmessung und ihre Herausforderungen in der Testkonstruktion für Large-Scale-Assessments
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Vorschulische Förderung der phonologischen Bewusstheit und der Buchstaben-Laut-Zuordnung: Profitieren auch Kinder nichtdeutscher Herkunftsprache?
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Effekte eines Trainings der phonologischen Bewusstheit bei Vorschulkindern mit unterschiedlichem Sprachhintergrund
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Kompensatorische Förderung am Beispiel eines vorschulischen Trainings der phonologischen Bewusstheit
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Stabilität, Kontinuität und interindividuelle Unterschiede in der Entwicklung schriftsprachlicher Kompetenzen ; Stability, continuity and interindividual differences in reading competence development
|
|
Pfost, Maximilian. - : University of Bamberg Press, 2019. : Bamberg, 2019. : "020000", 2019
|
|
BASE
|
|
Show details
|
|
15 |
Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development? ...
|
|
|
|
Abstract:
Well-developed phonological awareness skills are a core prerequisite for early literacy development. Although effective phonological awareness training programs exist, children at risk often do not reach similar levels of phonological awareness after the intervention as children with normally developed skills. Based on theoretical considerations and first promising results the present study explores effects of an early musical training in combination with a conventional phonological training in children with weak phonological awareness skills. Using a quasi-experimental pretest-posttest control group design and measurements across a period of 2 years, we tested the effects of two interventions: a consecutive combination of a musical and a phonological training and a phonological training alone. The design made it possible to disentangle effects of the musical training alone as well the effects of its combination with the phonological training. The outcome measures of these groups were compared with the ...
|
|
Keyword:
150 Psychologie; early literacy; musical training; phonological awareness; phonological training; preschool children
|
|
URL: https://dx.doi.org/10.18452/21221 https://edoc.hu-berlin.de/handle/18452/21961
|
|
BASE
|
|
Hide details
|
|
16 |
Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?
|
|
|
|
BASE
|
|
Show details
|
|
|
|