• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Shantz, Kailen (2)
    • Barkley, Sharon (1)
    • Barnitz, J. G. (1)
    • Cameron, Tracy Ann (1)
    • Carroll, Jane (1)
    • Grow, Richard T. (1)
    • Lin, Hua (1)
    • Nogita, Akitsugu (1)
    • Schaughency, Elizabeth (1)
    • Taumoepeau, Mele (1)
    •   more
  • 
    Year
  • 
    Medium
  • 
    Type:
    
    • Book (3)
    • Article (3)
    • Miscellaneous (2)
  • 
    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 Hits 1 – 8 of 8 1 Risk and resilience in beginning reading in New Zealand Cameron, Tracy Ann. - : University of Otago, 2021 Abstract: This thesis aimed to extend the knowledge base regarding children’s risk and resilience in reading acquisition during their early schooling. In New Zealand (NZ) and other English speaking countries, children typically start their schooling lives with large differences in their emergent literacy skills. To understand the developmental and educational implications of these skill differences, research is needed to establish methods for describing children’s developing skills. To this end, we undertook three separate studies investigating ways for describing children’s emergent literacy and progress in beginning reading. Study one investigated the tools that NZ new entrant teachers use to screen and monitor children’s oral language and emergent literacy skills. The results of this Qualtrics NZ-wide online survey indicated teachers use a variety of methods. These ranged from informal teacher-developed tasks to published measures, with instructional book level most commonly used to monitor children’s literacy progress. Furthermore, teachers indicated that they desired new tools that were NZ-specific, current, user-friendly, efficient to use, and focussed on both oral language and phonological awareness skills. Study two evaluated the usefulness of progress monitoring (i.e., repeated assessments) with a NZ sample of children in their first year of school. Children were assessed twice-weekly for eight weeks with two early literacy skill tasks (phonological awareness and grapheme-phoneme correspondence). Growth modelling indicated three distinct growth trajectories during this window (i.e., latent classes) for both tasks: typical, developing (i.e., started lower but then improved), and limited progress (i.e., started lower with little change). Furthermore, class membership differentiated children’s mid-year and year-end literacy skills, indicating predictive validity. These results support consideration of monitoring progress on early literacy skill development to aid in an earlier identification of children at risk of reading acquisition difficulties, prior to the traditional screening at age six in NZ. Study three modelled the contributions of school-entry literacy and early literacy trajectories to literacy progress at year-end. School-entry assessment comprised adult-child shared reading with embedded activities assessing a child’s oral language and emergent literacy skills (concurrent validity evaluated in Study 3a). To model early literacy trajectories (Study 3b), children were assessed on three fluency-based tasks (phonological awareness, grapheme-phoneme correspondence, and word identification), every fourth school week over their first six months of schooling (i.e., five sessions). Results indicated both direct and indirect contributions (via early literacy trajectories) of skills at school-entry to reading progress after one year of schooling. Overall, this thesis demonstrates that: (a) there is a desire for NZ-context, research-based, and current tools for use by new entrant teachers; and (b) skills at school entry and developmental growth during the first year of school are important considerations for early literacy researchers and practitioners. A potential practice implication is that using the right tools within a two-stage screening approach—school-entry screening augmented by monitoring children’s early skill acquisition progress—may help teachers identify those children at risk for reading acquisition difficulties within six months of school-entry in NZ. This combined approach could inform targeted instruction based on each child’s specific learning support needs. Keyword: assessment; emergent/early literacy skills; first sound fluency; grapheme-phoneme correspondence; growth modelling; letter sound fluency; oral language; PELI®; phonological awareness; progress monitoring; reading acquisition risk; school-entry; two-stage screening; word identification fluency URL: http://hdl.handle.net/10523/12347 BASE Hide details 2 L2 letter-sound correspondence: Mapping between English vowel graphemes and phonemes by Japanese EAL learners Nogita, Akitsugu. - 2016 BASE Show details 3 Eine empirische Untersuchung zum Einfluss eines Förderspiels zur Buchstabe-Laut-Zuordnung auf den Schriftspracherwerb von Erst- und Zweitklässlern ... Winkler, Julia Helene. - : Universität Ulm, 2014 BASE Show details 4 Pronouncing Anglicisms: On the difficulty experienced by English-dominant learners of German Shantz, Kailen. - 2012 BASE Show details 5 The Acquisition of Orthographic-Phonological Correspondence Rules in L2 and L3 Portuguese Barkley, Sharon. - : University of Florida ( [Gainesville, Fla.] ), 2010 BASE Show details 6 Interrelationship of Orthography and Phonological Structure in Learning to Read Barnitz, J. G. In: Curriculum and Instruction Faculty Publications (1978) BASE Show details 7 Reading Instruction and Phonetic Control In Materials Development Based Upon Relative Frequency of Phoneme-Grapheme Correspondences Grow, Richard T. In: All Graduate Theses and Dissertations (1969) BASE Show details 8 Pronouncing Anglicisms: On the difficulty experienced by English-dominant learners of German Shantz, Kailen. - : University of Alberta BASE Show details

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 8 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0