• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Brinkmann, Erika (4)
    • Schmitterer, Alexandra M. A. (4)
    • Schroeder, Sascha (4)
    • Brügelmann, Hans (3)
    • Hasselhorn, Marcus (3)
    • Lindberg, Sven (3)
    • Nagler, Telse (3)
    • Snowling, MJ (3)
    • Arnáiz Sánchez, Pilar (2)
    • Bouye, Lisa (2)
    •   more
  • 
    Year
  • 
    Medium:
    
    • Online (94)
  • 
    Type
  • 
    BLLDB-Access

Search in the Catalogues and Directories

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 4 5 Hits 1 – 20 of 94 1 Tisago Tausabo Po : SIL PNG, 2022 BASE Show details 2 Rhyming in the context of the phonological awareness of pre-school children ; Rima v kontekstu fonološke ozaveščenosti predšolskih otrok Grofčíková, Soňa; Máčajová, Monika In: CEPS Journal 11 (2021) 1, S. 115-138 (2021) BASE Show details 3 "Einfache" Wörter für Leseanfänger. Kriterien und Auswahllisten "leseleichter" Wörter Brügelmann, Hans. - : pedocs-Dokumentenserver/DIPF, 2021 In: 2021, 43 S. (2021) BASE Show details 4 Rhyming in the context of the phonological awareness of pre-school children ... : Rima v kontekstu fonološke ozaveščenosti predšolskih otrok ... Grofčíková, Soňa; Máčajová, Monika. - : University of Ljubljana, 2021 BASE Show details 5 The dramatic impact of explicit instruction on learning to read in a new writing system ... Lally, Clare. - : Open Science Framework, 2021 BASE Show details 6 Desenvolvimento da consciência fonológica no 1º ano do 1º CEB Carreira, Patrícia Ferreira Amado. - 2021 BASE Show details 7 Consciência Fonológica em idade pré-escolar e no 1.º ano de escolaridade Almeida, Catarina Alexandra Santos. - 2021 BASE Show details 8 El procés d’aprenentatge de la lectura i l’escriptura a una zona rural guatemalenca dintre del “Programa d’Intercanvi d’Experiències Educatives” d’Escoles Solidàries. Un estudi de cas Galarza Barrachina, Elena. - : Universitat Jaume I, 2021 BASE Show details 9 Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern Valtin, Renate 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) BASE Show details 10 Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern ... Valtin, Renate. - : Arbeitskreis Grundschule e.V., 2020 BASE Show details 11 Entre poesia e magia na construção de aprendizagens nos 1.º e 2.º Ciclos do Ensino Básico Bastos, Joana Filipa Cruz. - : Instituto Politécnico do Porto. Escola Superior de Educação, 2020 BASE Show details 12 Interactive Audio Pens, Home Literacy Activities and Emergent Literacy Skills Pfost, Maximilian; Freund, Jana G. In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 13 ; 3 ; 337-349 (2020) BASE Show details 13 A leitura em voz alta: Contributos da leitura em voz alta Coradinho, Catarina. - 2020 Abstract: As investigações relativas à leitura em voz alta têm vindo a aumentar. O interesse por esta competência surge da assunção de que a mesma assume um papel determinante na aprendizagem da leitura, traduzindo-se numa fonte de conhecimento e contribuindo para uma leitura proficiente. O presente relatório reflete as evidências encontradas num projeto de investigação-ação. Contando com 26 participantes do 1.º ano de escolaridade de um contexto de ensino particular na área metropolitana de Lisboa, o projeto teve como objetivos: compreender em que medida a leitura em voz alta é importante numa fase inicial de aprendizagem da leitura, desenvolver a leitura em voz alta no grupo de alunos participantes e conhecer a perceção da professora cooperante relativamente à leitura em voz alta. Através das estratégias de leitura mediada pelo professor, a pares e em coro foi possível compreender que, no grupo de alunos onde foram implementadas, as mesmas contribuíram significativamente para que estes desenvolvessem o gosto pela leitura, estabelecessem relações com o professor e entre os pares, compreendessem a importância da partilha com o outro e conhecessem diferentes tipologias textuais. Os momentos de leitura em voz alta contribuíram para o aumento da autoestima e/ou autoconfiança dos alunos, para o aumento do seu léxico e para que fossem verificadas melhorias nas suas leituras individuais. Assistiram-se ainda a melhorias ao nível da dicção, da colocação da voz e da fluência nas leituras feitas pelos alunos. Por sua vez, a professora cooperante acredita na importância da leitura em voz alta, assumindo que deve ser trabalhada desde cedo. Mais, remete o conceito da leitura em voz alta para a oralidade e para a verbalização dos escritos e apesar de, até então, não diversificar as estratégias de leitura em voz alta em contexto de sala de aula, admite a necessidade de passar a introduzir novos momentos de leitura em voz alta nas rotinas do grupo. ; Investigations regarding reading aloud have been increasing. The interest in this competence arises from the assumption that it assumes a determining role in learning to read, translating itself into a source of knowledge and contributing to a proficient reading. This report reflects the evidence found in an action research project. With 26 participants from the 1st year of schooling in a context of private education in the metropolitan area of Lisbon, the project aimed to: understand the importance of reading aloud in an initial phase of learning to read, develop reading aloud in the group of participating students and getting to know the cooperating teacher's perception of reading aloud. Through the reading strategies mediated by the teacher, in pairs and in chorus, it was possible to understand that, in the group of students where they were implemented, they contributed significantly for them to develop a taste for reading, establish relationships with the teacher and between peers, understand the importance of sharing with others and know different textual typologies. The moments of reading aloud contributed to increase students' self-esteem and / or self-confidence, to increase their lexicon and to improve their individual readings. There were also improvements in terms of diction, placement of voice and fluency in the readings made by students. In turn, the cooperating teacher believes in the importance of reading aloud, assuming that it must be worked on early. Furthermore, it refers the concept of reading aloud to orality and verbalization of writings and although, until then, it did not diversify reading aloud strategies in the classroom context, admits the need to start introducing new moments of reading aloud in the group's routines. Keyword: 1.º ciclo do ensino básico; 1st cycle of basic education; aprendizagem da leitura; estratégias; fluência na leitura; fluency in reading; learning to read; leitura em voz alta; reading aloud; strategies URL: http://hdl.handle.net/10400.26/34188 BASE Hide details 14 Anaphoric Processing and Reading: a systematic review and considerations to teaching and learning to read Ana Cláudia Souza; Bruna Alexandra Franzen In: Signum: Estudos da Linguagem, Vol 23, Iss 1, Pp 8-28 (2020) (2020) BASE Show details 15 Effects of reading and spelling predictors before and after school entry. Evidence from a German longitudinal study Schmitterer, Alexandra M. A.; Schroeder, Sascha In: Learning and instruction (2019) 59, S. 46-53 (2019) BASE Show details 16 Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms Bravo Granström, Monica. - : Logos Verlag, 2019. : Berlin, 2019. : pedocs-Dokumentenserver/DIPF, 2019 In: Berlin : Logos Verlag 2019, 310 S. - (Zugl.: Weingarten, Univ., Diss., 2018) (2019) BASE Show details 17 Effects of reading and spelling predictors before and after school entry. Evidence from a German longitudinal study ... Schmitterer, Alexandra M. A.; Schroeder, Sascha. - : Elsevier, 2019 BASE Show details 18 Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms ... Bravo Granström, Monica. - : Logos Verlag, 2019 BASE Show details 19 Young children's ability to distinguish thematic relations. Development and predictive value for early reading ... Schmitterer, Alexandra M. A.; Schroeder, Sascha. - : Elsevier, 2019 BASE Show details 20 The Changing Role of Phonology in Reading Development Sara V. Milledge; Hazel I. Blythe In: Vision ; Volume 3 ; Issue 2 (2019) BASE Show details Page: 1 2 3 4 5

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 88 Linguistik-Repository 6 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0