Page: 1... 6 7 8 9 10 11 12 13 14... 137
| 181 |
Variação linguística e ensino de português, língua não materna: o caso dos pronomes átonos
|
|
Costa, Ana Luísa. - : Insttuto Politécnico de Setúbal, Escola Superior de Educação, 2018
|
|
BASE
|
|
Show details
|
|
|
| 182 |
Consciência fonológica em crianças com perturbações de linguagem: atraso no desenvolvimento da linguagem e perturbação específica do desenvolvimento da linguagem
|
|
|
|
BASE
|
|
Show details
|
|
|
| 183 |
Metaphorical competence in multilingual context of language acquisition and learning
|
|
|
|
BASE
|
|
Show details
|
|
|
| 184 |
Teacher Attitudes to Language in University Bilingual Education ; Actitudes de los docentes hacia el papel de la lengua en la educación bilingüe en la universidad
|
|
|
|
BASE
|
|
Show details
|
|
|
| 185 |
Habilidades favorecedoras del aprendizaje de la lectura en alumnos de 5 y 6 años ; Favoring skills of learning to read in 5 and 6 years students
|
|
Gutiérrez-Fresneda, Raúl. - : Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje, 2018
|
|
Abstract:
El interés por el aprendizaje de la lectura, así como por la capacidad de favorecer la adquisición de esta habilidad lingüística en las primeras edades ha sido objeto de numerosas investigaciones en los últimos años. Desde este marco, el objetivo de este estudio fue analizar el efecto que la intervención conjunta en conciencia fonológica, velocidad de denominación y conocimiento alfabético tiene sobre el aprendizaje de la lectura durante el proceso de adquisición de esta habilidad lingüística. Se empleó un diseño cuasi-experimental de comparación entre grupos con medidas pretest y postest. Participaron 408 alumnos con edades comprendidas entre los 5 y los 6 años. El grupo experimental obtuvo puntuaciones significativamente más altas que el grupo control en las pruebas de conciencia fonológica, denominación rápida y conocimiento del código escrito logrando niveles superiores en las tareas de lectura. Los resultados apoyan el desarrollo de modelos didácticos que integren estas variables tanto para la mejora del aprendizaje lector en las primeras edades, como para la prevención de dificultades en esta habilidad lingüística, lo que presenta importantes implicaciones educativas para la enseñanza de la lectura en el aula. ; Interest in learning to read as well as the ability to predict the acquisition of this linguistic ability in early age has been the subject of numerous investigations in recent years. In the context, the aim of this study was to analyze the effect that the joint intervention in phonemic awareness, alphabetic naming speed and is knowledge about learning reading during the acquisition process of this linguistic skill. A quasi-experimental design compared between groups with pretest posttest measures and was employed. Participants 408 students aged 5 to 6 years. The experimental group had significantly higher scores than the control tests phonological awareness, rapid naming and knowledge of the written code group achieving higher levels in reading assignments. The results support the development of educational models that integrate these variables for both improving learning reader in the early ages, and for the prevention of difficulties in this linguistic ability, which has important educational implications for reading instruction in the classroom.
|
|
Keyword:
Comprehension; Comprensión; Conciencia fonológica; Lectura; Lenguaje escrito; Naming speed; Phonological awareness; Psicología Evolutiva y de la Educación; Reading; Velocidad denominación; Written language
|
|
URL: http://hdl.handle.net/10045/70215
https://doi.org/10.4067/S0718-09342018000100045
|
|
BASE
|
|
Hide details
|
|
|
| 186 |
Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context
|
|
|
|
BASE
|
|
Show details
|
|
|
| 187 |
Distinguishing cause from effect - many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience
|
|
|
|
BASE
|
|
Show details
|
|
|
| 188 |
ABC: It’s as Easy as 1, 2, 3 – The Importance of a Multisensory Approach in Phonological Awareness Instruction
|
|
|
|
In: Certificate of Advanced Studies (CAS) in Literacy (2018)
|
|
BASE
|
|
Show details
|
|
|
| 189 |
Consciência Metalinguística em adultos portugueses: Estudo exploratório com o THAM-3 ; Metalinguistic awareness in Portuguese students: Exploratory study with THAM-3
|
|
|
|
BASE
|
|
Show details
|
|
|
| 190 |
A gestão da aprendizagem plurilíngue dentro e fora dos muros da escola
|
|
|
|
BASE
|
|
Show details
|
|
|
| 191 |
I can reflect on the EPOSTL from an ELF perspective - considering implications for language teacher education
|
|
|
|
BASE
|
|
Show details
|
|
|
| 193 |
Learners' awareness and attitude towards ELF. A pilot study in an Italian University context
|
|
|
|
In: Lingue e Linguaggi; Volume 26 (2018); 157-172 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 194 |
Exploring the Role of Perception in Language Learning: A Plurilingual and Ecological Perspective on Students’ Perceptions of French-English Proximity
|
|
|
|
BASE
|
|
Show details
|
|
|
| 195 |
Reading skill related to left ventral occipitotemporal cortex during a phonological awareness task in 5–6-year old children
|
|
|
|
In: Linguistics Publications (2018)
|
|
BASE
|
|
Show details
|
|
|
| 196 |
Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities
|
|
|
|
In: Exceptionality Education International (2018)
|
|
BASE
|
|
Show details
|
|
|
| 197 |
La conscience linguistique dans la production littéraire en domaine picard (fin XIIe-fin XIIIe siècle)
|
|
|
|
BASE
|
|
Show details
|
|
|
| 198 |
Effects of Shared Book-reading Techniques on the Early Literacy and Language Skill of 4- and 5-year olds
|
|
|
|
BASE
|
|
Show details
|
|
|
| 200 |
Neural correlates of goal-directed enhancement and suppression of visual stimuli in the absence of conscious perception
|
|
|
|
BASE
|
|
Show details
|
|
|
Page: 1... 6 7 8 9 10 11 12 13 14... 137 |
|
