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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 – 15 of 15 1 Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness Christine Möller-Omrani; Ann-Kristin H. Sivertsen In: Languages; Volume 7; Issue 2; Pages: 109 (2022) BASE Show details 2 Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies Mary, Latisha; Lemoine Bresson, Veronique; Choffat-Dürr, Anne In: ISSN: 0965-8416 ; Language Awareness ; https://hal.univ-lorraine.fr/hal-03573322 ; In press (2021) BASE Show details 3 Research Instruments ... Schaefer, Maxine. - : Open Science Framework, 2021 BASE Show details 4 Phonological processing skills and their longitudinal relation to first and additional language literacy in isiXhosa and isiZulu speaking children ... Schaefer, Maxine. - : Open Science Framework, 2021 BASE Show details 5 La conscience translinguistique des futurs enseignants de français de la Saskatchewan : le cas des déterminants possessifs Thibeault, Joël; Quevillon-Lacasse, Claude. - : Association québécoise des enseignants de français langue seconde, 2021. : Érudit, 2021 BASE Show details 6 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 7 Cooking verbs and metaphor Contrastive study of Greek and French ... Tsaknaki, Olympia. - : Selected papers on theoretical and applied linguistics, 2016 BASE Show details 8 К вопросу о роли и содержании контрастивно-интегрирующей компетенции переводчика ЕМЕЛЬЯНОВА ЯНА БОРИСОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Южно-Уральский государственный гуманитарно-педагогический университет», 2015 BASE Show details 9 Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies Defior, Sylvia; Francisca, Serrano; Sucena, Ana. - : Elsevier, 2013 BASE Show details 10 The Relationship between Language and Reading in Bilingual English-Arabic Children Farran, Lama K. In: Early Childhood and Elementary Education Dissertations (2010) BASE Show details 11 ‘Dearest beloved one, I need your assistance’: The rhetoric of spam mail Hadfield, Jill; Hadfield, Charles; Viswamohan, Aysha Iqbal. - : Oxford University Press, 2010 BASE Show details 12 ‘Dearest beloved one, I need your assistance’: The rhetoric of spam mail Hadfield, Charles; Viswamohan, Aysha Iqbal; Hadfield, Jill. - : Oxford University Press, 2010 BASE Show details 13 Reading Development and Dyslexia Snowling, MJ; Göbel, SM In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2010) BASE Show details 14 Developing Soldier Cultural Competency Lewis, Brett G. In: DTIC (2006) BASE Show details 15 The effects of learning to spell on children's awareness of morphology Bindman, M; Nunes, T; Bryant, P In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2006) Abstract: Because the spelling of many words in the English language (and in many other languages as well) depends on their morphemic structure, children have to have some knowledge about morphemes in order to learn to read and write. This raises the possibility that children gain much of their explicit knowledge about morphemes as a direct result of learning to read and to spell. We report two large-scale longitudinal studies that support the idea of this kind of causal connection. In the first study children's success in spelling the inflexion at the end of regular past verbs predicted their performance in two morphological awareness tasks a year later. In the second study the children's consistency in spelling morphemes predicted their ability to define new words on the basis of their morphemic structure. We conclude that the experience of learning to read and write does affect people's knowledge of morphemes, and we argue that the causal relationship between morphemic knowledge and reading and writing is probably a two-way one. © Springer 2006. Keyword: cross-linguistic comparisons; linguistic awareness; morphology; phonology; spelling URL: https://doi.org/10.1007/s11145-006-9025-y BASE Hide details

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