| 2 |
Development of the Morphological Awareness Task for Singapore: a preregistration protocol ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study
|
|
|
|
In: Doctoral Dissertations and Projects (2021)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Η όψη στην Ελληνική ως Γ1/Γ2: πειραματική διερεύνηση και εφαρμογές για τη διδακτική πρακτική ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
A Morphological Awareness-based Intervention for Struggling Readers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Resettled Syrian Refugee Children in Canada: Oral Language, Literacy and Well-being
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
El impacto del conocimiento morfológico en el reconocimiento léxico. Estudio experimental en quinto de primaria
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing
|
|
|
|
In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 24-44 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Morphological awareness and learning to read: Impact of socio-economic status in French third graders
|
|
|
|
In: ISSN: 0141-0423 ; EISSN: 1467-9817 ; Journal of Research in Reading ; https://hal.univ-lille.fr/hal-03119757 ; Journal of Research in Reading, Wiley, 2020, Advances in understanding the role of morphemes in literacy development, 44 (1), pp.228-246. ⟨10.1111/1467-9817.12321⟩ (2020)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Como podemos brincar com as palavras? O desenvolvimento da consciência fonológica e morfológica na educação pré-escolar
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients
|
|
Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers
|
|
|
|
In: Lang Speech Hear Serv Sch (2020)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
La formación de palabras en el aula : observar, pensar y reflexionar
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT
|
|
|
|
In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 28-37 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Unraveling the Contribution of Morphological Awareness to Reading: A Longitudinal Analysis of Word-Level Outcomes for Latent Profiles of Young Readers
|
|
Irey, Robin. - : eScholarship, University of California, 2019
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Η ποιότητα των λεξικών αναπαραστάσεων στο νοητικό λεξικό και η σχέση της με τη φωνολογική και τη μορφολογική επίγνωση ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Validation of a Scale to Measure Phonological and Morphological Knowledge and Skill of Speech-Language Pathologists and Elementary Teachers
|
|
|
|
In: Dissertations (2019)
|
|
Abstract:
Phonological and morphological skills are crucial to the process of reading. Speech-language pathologists (SLPs) have received advanced trained in these basic foundations of language and could be an untapped resource in our school systems for teaching beginning reading skills. The purposes of this research were to examine SLPs’ and general education elementary (K-6) teachers’ attitudes toward SLPs taking part in reading instruction, to compare the differences in phonological and morphological knowledge and skill among SLPs and teachers, and to assess the performance of the Revised Basic Language Constructs Surveywhen administered to SLPs and teachers. Results indicated that, although fewer than half of the participants said that SLPs taught beginning reading skills in their work settings, a majority of these indicated that SLPs were effective when teaching beginning reading skills. It was found that, on average, SLPs’ and teachers’ phonological and morphological knowledge was similar, with the group of SLPs correct 73.1% of the time and teachers 72.8% of the time on knowledge items. When phonological and morphological skill was measured, SLPs were correct 80.2% of the time and teachers were correct 69.6% of the time. It should be noted that, in both groups, a level of correct responses of 90% or more was achieved on fewer than half of the knowledge and skill items. These results indicated that additional training was needed in both knowledge and skill for SLPs and teachers. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) revealed that the Revised Basic Language Constructs Survey provided a valid measure of phonological and morphological knowledge and skill for SLPs and teachers. Invariance testing indicated the model had a moderate fit to the data. It was found that the scale performed differently for the two groups, SLPs and teachers, on only two skill items.
|
|
Keyword:
Elementary Education and Teaching; language and literacy; Language and Literacy Education; morphological awareness; phonics; phonological awareness; reading; Speech and Hearing Science; Speech Pathology and Audiology; speech-language pathologists
|
|
URL: https://aquila.usm.edu/cgi/viewcontent.cgi?article=2690&context=dissertations
https://aquila.usm.edu/dissertations/1624
|
|
BASE
|
|
Hide details
|
|
|
| 20 |
L'ús de la gestualitat en el desenvolupament de la consciència morfològica dels aprenents de l'anglès com a llengua estrangera
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
