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| 2701 |
Linguistic Proficiency and Strategies on Reading Performance in English
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In: http://www.e-iji.net/dosyalar/iji_2015_1_4.pdf
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| 2702 |
Original Contribution CULTURAL STUDIES IN THE FRAMEWORK OF ENGLISH LANGUAGE TEACHING
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In: http://tru.uni-sz.bg/tsj/vol4n4_2006/arnaudova a.pdf
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| 2703 |
EFL Learners Setting Foot on American Land for the First Time
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In: http://www.educ.utas.edu.au/users/tle/JOURNAL/issues/2008/26-4.pdf
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| 2704 |
Awareness: Word Awareness in English and Japanese Users of Chinese as a Second Language
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In: http://www.bisal.bbk.ac.uk/publications/volume2/pdf/article1pdf/
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| 2705 |
THE POETICS OF EVERYDAY LANGUAGE DR. GEOFF. HALL*
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In: http://cvc.cervantes.es/literatura/cauce/pdf/cauce24/cauce24_07.pdf
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| 2706 |
Metacognitive Awareness of Reading Strategies among Iranian EFL Learners in an “Input-poor ” Environment
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In: http://www.issr-journals.org/links/papers.php?application%3Dpdf%26article%3DIJIAS-14-093-11%26journal%3Dijias
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| 2707 |
Spelling well despite developmental language disorder: what makes it possible?
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Abstract:
The goal of the study was to investigate the overlap between developmental language disorder (DLD) and developmental dyslexia, identified through spelling difficulties (SD), in Russian-speaking children. In particular, we studied the role of phoneme awareness (PA), rapid automatized naming (RAN), pseudoword repetition (PWR), morphological (MA), and orthographic awareness (OA) in differentiating between children with DLD who have SD from children with DLD who are average spellers by comparing the two groups to each other, to typically developing children as well as children with SD but without spoken language deficits. One hundred forty-nine children, aged 10.40 to 14.00 years, participated in the study. The results indicated that the SD, DLD, and DLD/SD groups did not differ from each other on PA and RAN Letters and underperformed in comparison to the control groups. However, whereas the children with written language deficits (SD and DLD/SD groups) underperformed on RAN Objects and Digits, PWR, OA, and MA, the children with DLD and no SD performed similarly to the children from the control groups on these measures. In contrast, the two groups with spoken language deficits (DLD and DLD/SD) underperformed on RAN Colors in comparison to the control groups and the group of children with SD only. The results support the notion that those children with DLD who have unimpaired PWR and RAN skills are able to overcome their weaknesses in spoken language and PA and acquire basic literacy on a par with their age peers with typical language. We also argue that our findings support a multifactorial model of DLD. ; P50 HD052120, R01 DC007665 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3787991.
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Keyword:
Adolescent; Awareness/physiology; Child; Child Language; Dyslexia/physiopathology; Female; Humans; Language Development Disorders/physiopathology; Language Tests; Male; Phonetics; Reading
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URL: http://purl.flvc.org/fsu/fd/FSU_pmch_23860907
https://doi.org/10.1007/s11881-013-0084-x
http://diginole.lib.fsu.edu/islandora/object/fsu%3A598507/datastream/TN/view/Spelling%20well%20despite%20developmental%20language%20disorder.jpg
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| 2708 |
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
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| 2709 |
Predictive validity of the get ready to read! Screener: concurrent and long-term relations with reading-related skills.
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| 2710 |
A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
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| 2711 |
Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills.
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| 2712 |
The relationship of written and oral language in children ages nine, ten, eleven
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| 2713 |
Effect of lexical specificity on phonological retention and its implications for language comprehension
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| 2714 |
The relationship between static and dynamic measure of phonological awareness and measures of reading in children with speech-language disorders in early grades
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| 2715 |
Set and multilingual speech acquisition
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Arki, Irene. - : University of Alberta. Department of Educational Psychology.
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| 2716 |
A comparison of high and low grade four readers on their use of the logical connective because
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| 2717 |
The Role of Morphological Awareness in Bilingual Children's First and Second Language Vocabulary and Reading
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| 2718 |
The Effects of Morphological Awareness on Reading in Chinese and English Among Young Chinese Children: A Longitudinal Study
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| 2719 |
Development of English and French Literacy among Language Minority Children in French Immersion
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| 2720 |
Morphological awareness in German as a foreign language: the case of adjective + noun compounds
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