| 1 |
Automatic Normalisation of Early Modern French
|
|
|
|
In: https://hal.inria.fr/hal-03540226 ; 2022 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Interaction between orthographic and graphomotor constraints in learning to write
|
|
|
|
In: ISSN: 0959-4752 ; Learning and Instruction ; https://hal.archives-ouvertes.fr/hal-03620980 ; Learning and Instruction, Elsevier, 2022, 80 (101622), pp.10.1016/j.learninstruc.2022.101622. ⟨10.1016/j.learninstruc.2022.101622⟩ (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
LA PRODUCTION ECRITE EN FRANÇAIS L2 : focus sur le processus de formulation
|
|
|
|
In: https://hal.archives-ouvertes.fr/tel-03640707 ; Linguistique. Université Toulouse – Jean Jaurès, 2022 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
ЯЗЫК SMS – ЛИНГВИСТИЧЕСКАЯ НОРМА ИЛИ ЕЕ НАРУШЕНИЕ? ... : SMS LANGUAGE – A LINGUISTIC NORM OR ITS VIOLATION? ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
THE ROLE OF INNOVATIVE TECHNOLOGIES IN TEACHING PHONETIC EXERCISES IN PRIMARY SCHOOL ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
THE ROLE OF INNOVATIVE TECHNOLOGIES IN TEACHING PHONETIC EXERCISES IN PRIMARY SCHOOL ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Programa de ortografia: impacto na frequência de erros ortográficos e na explicitação das regras ortográficas
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Invented spelling intervention programmes: Comparing explicit and implicit instructions
|
|
|
|
Abstract:
This study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction of graph-phonetics matches and another based on questioning and reflection on the graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose invented spellings use conventional letters unconventionally to represent sounds, were allocated to three groups, two experimental and one control. All groups were equivalent in age, intelligence, letter knowledge, and phonological awareness. We manipulated the type of instructions (implicit vs. explicit) between the pre- and post-tests in two experimental groups where children participated in an intervention programme of invented spelling. Children who participated in the implicit intervention programme showed a significant improvement in the number of correct letters mobilized in their spelling and phonemic awareness compared with children of control and explicit instruction group. Children from explicit instruction group showed significant more improvements than the children from the control group. These results suggest that questioning and reflection applied to invented spelling programmes seems to enhance a more significant knowledge about the relations between the oral and written code. ; Este estudo tem como objetivo comparar a eficácia de dois programas de intervenção de escrita inventada, um com instrução explícita de correspondências grafo-fonéticas e outro baseado no questionamento e reflexão sobre as correspondências grafo-fonéticas (designadas como instruções implícitas). Noventa crianças em idade pré-escolar, cujas escritas inventadas não mobilizavam letras convencionais para representar os sons, foram distribuídas por três grupos, dois experimentais e um de controlo. Todos os grupos eram equivalentes na idade, inteligência, conhecimento de letras e consciência fonológica. Manipulámos o tipo de instruções (implícitas vs. explícitas) entre os pré e pós-testes nos dois grupos experimentais onde as crianças participaram num programa de intervenção de escrita inventada. As crianças que participaram no programa de intervenção implícita mostraram uma melhoria significativa no número de letras mobilizadas corretamente nas suas produções escritas e na consciência fonémica em comparação com as crianças dos grupos de controlo e com instrução explícita. As crianças do grupo de instrução explícita mostraram melhorias significativas relativamente às crianças do grupo de controlo. Estes resultados sugerem que o questionamento e a reflexão aplicados aos programas de escrita inventada parecem potenciar um conhecimento mais significativo sobre as relações entre o código oral e o escrito. ; Fundação para a Ciência e Tecnologia - FCT ; info:eu-repo/semantics/publishedVersion
|
|
Keyword:
Escrita inventada; Explicit instruction; Implicit instruction; Instrução explícita; Instrução implícita; Interventions programmes; Invented spelling; Pré-escolar; Preschool children; Programas de intervenção
|
|
URL: https://doi.org/10.14417/ap.1848
http://hdl.handle.net/10400.12/8511
|
|
BASE
|
|
Hide details
|
|
|
| 11 |
Literacy Acquisition Trajectories in Bilingual Language Minority Children and Monolingual Peers with Similar or Different SES: A Three-Year Longitudinal Study
|
|
|
|
In: Brain Sciences; Volume 12; Issue 5; Pages: 563 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Visual and Phonological Feature Enhanced Siamese BERT for Chinese Spelling Error Correction
|
|
|
|
In: Applied Sciences; Volume 12; Issue 9; Pages: 4578 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
The Writing Process of Bilingual Students with Focus on Revisions and Spelling Errors in Their Final Texts
|
|
|
|
In: Languages; Volume 7; Issue 1; Pages: 61 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
COMPOUNDING AS WORD FORMATION PROCESS IN ENGLISH CONTRASTIVE WITH ALBANIAN ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
COMPOUNDING AS WORD FORMATION PROCESS IN ENGLISH CONTRASTIVE WITH ALBANIAN ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Spelling Intervention Strategies: What Works Best?
|
|
|
|
In: Theses/Capstones/Creative Projects (2022)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Числительные в топонимии: варьирование и нормализация ; Numeral Adjectives in Russian Toponymy: Variation and Standardization
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Dados de escrita de crianças de escolas portuguesas: vogais não acentuadas ; Writing data from Portuguese school children: unstressed vowels
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
