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Hits 81 – 100 of 316

81	TECHNOLOGY OF PHYSICAL EXERCISES TEACHING IN THE MODERN UKRAINIAN SCHOOL ; ТЕХНОЛОГІЯ НАВЧАННЯ ФІЗИЧНИХ ВПРАВ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛІ
	Kondratska, Galyna; Redchyts, Vasyl; Zhukova, Iryna
	In: Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work»; № 1(42) (2018); 308-313 ; Науковий вісник Ужгородського університету. Серія: «Педагогіка. Соціальна робота»; № 1(42) (2018); 308-313 ; 2524-0609 (2018)
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82	Стратегии обучения в подготовке редакторов ; Educational strategies in the training of editors
	Gogolina, T. V.; Ivanova, E. N.; Гоголина, Т. В.. - : УрФУ, 2018
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83	HOW KINDERGARTEN PUPILS SAY “THANKS”: SOCIOLINGUISTIC ANALYSIS IN LANGUAGE TEACHING
	Yuniah Budiarti
	In: IJOTL-TL (Indonesian Journal of Language Teaching and Linguistics), Vol 3, Iss 2, Pp 103-118 (2018) (2018)
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84	ИСПОЛЬЗОВАНИЕ РАЗНЫХ ФОРМ РЕЧИ В СОВРЕМЕННОЙ СИСТЕМЕ ОБРАЗОВАНИЯ ГЛУХИХ ОБУЧАЮЩИХСЯ
	СОЛОВЬЕВА ТАТЬЯНА АЛЕКСАНДРОВНА; ЯХНИНА ЕЛЕНА ЗАХАРОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Московский педагогический государственный университет», 2017
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85	Outils linguistiques et entrée en littéracie chez les élèves allophones Linguistics Tools for Allophone Pupils Entering Literacy
	CHNANE-DAVIN, Fatima; CUQ, Jean-Pierre
	In: ISSN: 1146-6480 ; EISSN: 1960-6052 ; LIDIL - Revue de linguistique et de didactique des langues ; https://hal.archives-ouvertes.fr/hal-02471471 ; LIDIL - Revue de linguistique et de didactique des langues, UGA Editions, 2017, ⟨10.4000/lidil.4726⟩ (2017)
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86	Absolute and relative measures of instructional sensitivity ...
	Naumann, Alexander; Hartig, Johannes; Hochweber, Jan. - : Sage, 2017
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87	Sprache im Geographieunterricht. Bilinguale und sprachsensible Materialien und Methoden ...
	null. - : Waxmann, 2017
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88	Olga V. Artamonova: "Ausländersein" an der Hauptschule. Interaktionale Verhandlungen von Zugehörigkeit im Unterricht. Bielefeld: transcript 2016 (320 S.) [Rezension]
	Fereidooni, Karim
	In: Erziehungswissenschaftliche Revue (EWR) 16 (2017) 3 (2017)
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89	Anna Schnitzer / Rebecca Mörgen (Hrsg.): Mehrsprachigkeit und (Un-)Gesagtes. Sprache als soziale Praxis in der Migrationsgesellschaft. Weinheim / Basel: Beltz Juventa 2015 (218 S.) [Rezension]
	Ayten, Asli Can
	In: Erziehungswissenschaftliche Revue (EWR) 16 (2017) 1 (2017)
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90	Absolute and relative measures of instructional sensitivity
	Naumann, Alexander; Hartig, Johannes; Hochweber, Jan
	In: Journal of educational and behavioral statistics 42 (2017) 6, S. 678-705 (2017)
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91	Olga V. Artamonova: "Ausländersein" an der Hauptschule. Interaktionale Verhandlungen von Zugehörigkeit im Unterricht. Bielefeld: transcript 2016 (320 S.) [Rezension] ...
	Fereidooni, Karim. - : Klinkhardt, 2017
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92	Anna Schnitzer / Rebecca Mörgen (Hrsg.): Mehrsprachigkeit und (Un-)Gesagtes. Sprache als soziale Praxis in der Migrationsgesellschaft. Weinheim / Basel: Beltz Juventa 2015 (218 S.) [Rezension] ...
	Ayten, Asli Can. - : Klinkhardt, 2017
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93	The training of morphological decomposition in word processing and its effects on literacy skills
	Bar-Kochva, Irit; Hasselhorn, Marcus
	In: Frontiers in psychology 8 (2017) 1583, 17 S. (2017)
	Abstract: This study set out to examine the effects of a morpheme-based training on reading and writing in 5th and 6th graders (N=47), who have poor literacy skills and speak German as a second language. A computerized training, consisting of a visual computerized lexical decision task (comprising 2880 inflections and derivations, presented in 12 sessions), was designed to encourage fast morphological analysis in word processing. The children were divided between two groups: the one underwent a morpheme-based training, in which word-stems of words were presented for a limited duration, while pre- and suffixes remained on screen until response. Another group received a control training consisting of the same task, except that the duration of presentation of a non-morphological unit was restricted. In a Word Disruption Task, participants read words under three conditions: morphological separation (with symbols separating between the words' morphemes), non-morphological separation (with symbols separating between non-morphological units of words) and no-separation (with symbols presented at the beginning and end of each word). The group receiving the morpheme-based program improved more than the control group in terms of word reading fluency in the morphological condition. The former group also presented similar word reading fluency after training in the morphological condition and the in no-separation condition, thereby suggesting that the morpheme-based training contributed to the integration of morphological decomposition into the process of word recognition. At the same time, both groups similarly improved in other measures of word reading fluency. With regard to spelling, the morpheme-based training group showed a larger improvement than the control group in spelling of trained items, and a unique improvement in spelling of untrained items (untrained word-stems integrated into trained pre- and suffixes). The results further suggest some contribution of the morpheme-based training to performance in a standardized spelling task. The morpheme-based training did not, however, show any unique effect on comprehension. These results suggest that the morpheme-based training is effective in enhancing some basic literacy skill in the population examined, i.e. morphological analysis in word processing and the access to orthographic representations in spelling, with no specific effects on reading fluency and comprehension. (DIPF/Orig.)
	Keyword: ddc:150; Deutsch als Zweitsprache; Deutschland; Frankfurt a.M; German as second language; Germany; Hebräisch; Immigrant background; Impact research; Lesekompetenz; Lesen; Migration background; Migrationshintergrund; Psychologie; Psychology; Pupil; Pupils; Reading competence; Rechtschreibung; School year 05; School year 06; Schreibkompetenz; Schüler; Schuljahr 05; Schuljahr 06; Semitic languages; Training; Training (sports); Wirkung; Wirkungsforschung; Writing ability
	URL: http://nbn-resolving.de/urn:nbn:de:0111-dipfdocs-191821 https://www.pedocs.de/volltexte/2020/19182/ https://www.pedocs.de/volltexte/2020/19182/pdf/fpsyg_2017_8_Bar-Kochva_Hasselhorn_The_training_of_morphological_decomposition_in_word_processing_A.pdf
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94	KiBis - mehrsprachige Kinder auf dem Weg zur Bildungssprache. Eine Langzeitbeobachtung. Abschlussbericht (Band 1: Projekt und Ergebnisse)
	Gogolin, Ingrid; Akgün, Gülden; Klinger, Thorsten. - : Universität Hamburg, 2017. : Hamburg, 2017. : pedocs-Dokumentenserver/DIPF, 2017
	In: Hamburg : Universität Hamburg 2017, 60 S. (2017)
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95	The training of morphological decomposition in word processing and its effects on literacy skills ...
	Bar-Kochva, Irit; Hasselhorn, Marcus. - : Frontiers Research Foundation, 2017
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96	Sprache im Geographieunterricht. Bilinguale und sprachsensible Materialien und Methoden
	Budke, Alexandra Hrsg.; Kuckuck, Miriam Hrsg.. - : Waxmann, 2017. : Münster, 2017. : New York, 2017. : pedocs-Dokumentenserver/DIPF, 2017
	In: Münster ; New York : Waxmann 2017, 247 S. (2017)
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97	Neue Sprachen lehren und lernen: Fremdsprachenunterricht in der Weiterbildung
	In: Perspektive Praxis ; 236 (2017)
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98	УСЛОВИЯ ВЫБОРА ЯЗЫКОВОГО МАТЕРИАЛА УЧЕБНЫХ ИНСТРУКЦИЙ В ОБУЧЕНИИ ДЕТЕЙ С МЕНТАЛЬНЫМИ НАРУШЕНИЯМИ
	КОЖАЛИЕВА ЧИНАРА БАКАЕВНА; ШУЛЕКИНА ЮЛИЯ АЛЕКСАНДРОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Костромской государственный университет им. Н.А. Некрасова», 2016
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99	ОБ ОСОБЕННОСТЯХ РАЗВИТИЯ МЫШЛЕНИЯ В УСЛОВИЯХ ДВУЯЗЫЧИЯ
	ЗИННУРОВ Ф.К.; ГАБДУЛХАКОВ В.Ф.; РАССЫПНОВА Р.И.. - : Федеральное государственное унитарное предприятие высшего профессионального образования «Казанский государственный университет культуры и искусств», 2016
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100	Inégalité d'accès au savoir, ou inégalité d'accès au questionnement: de l'étude du dialogisme du discours scolaire à l'étude de l'activité dialogique des élèves et des étudiants
	Delarue-Breton, Catherine. - : HAL CCSD, 2016
	In: https://halshs.archives-ouvertes.fr/tel-01500276 ; Linguistique. Université Paris 8 VINCENNES-SAINT-DENIS, 2016 (2016)
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