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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 Page: 1...21 22 23 24 25 Hits 481 – 494 of 494 481 Kompendium zum Abbau von Schwierigkeiten beim Lesen und beim Rechtschreiben Behrndt, Selma-Maria (Hrsg.). - Greifswald [u.a.] : S.-M. Behrndt ˜[u.a.]œ BLLDB UB Frankfurt Linguistik Show details 482 The relationship of written and oral language in children ages nine, ten, eleven Cameron, D. Bruce. - : University of Alberta. Department of Elementary Education. BASE Show details 483 Effect of lexical specificity on phonological retention and its implications for language comprehension Jacennik, Barbara.. - : University of Alberta. Department of Linguistics. BASE Show details 484 The relationship between static and dynamic measure of phonological awareness and measures of reading in children with speech-language disorders in early grades O'Connell, Catherine R.. - : University of Alberta. Department of Speech Pathology and Audiology. BASE Show details 485 Set and multilingual speech acquisition Arki, Irene. - : University of Alberta. Department of Educational Psychology. BASE Show details 486 A comparison of high and low grade four readers on their use of the logical connective because Zinn, Charlotte S.. - : University of Alberta. Department of Elementary Education. BASE Show details 487 The Role of Morphological Awareness in Bilingual Children's First and Second Language Vocabulary and Reading Gómez, Gloria Eduviges Ramírez. - NO_RESTRICTION Abstract: The present dissertation research had two main purposes. The first one was to compare the development of morphological awareness between English Language Learners (ELLs) who speak Chinese or Spanish as their first language, and between these two groups of ELLs and native English-speaking children. Participants included 78 monolingual English-speaking children, 76 Chinese-speaking ELLs, and 90 Spanish-speaking ELLs from grade four and grade seven. Two aspects of morphological awareness were measured, derivational awareness and compound awareness. The results indicated that ELLs’ morphological awareness is influenced by the characteristics of their first language. While Chinese-speaking ELLs performed more similarly to English native speakers on compound awareness than Spanish-speaking ELLs, Spanish-speaking ELLs outperformed Chinese-speaking ELLs on derivational awareness. The second purpose of this dissertation was to examine the within and across language contributions of morphological awareness to word reading, vocabulary and reading comprehension in Spanish-speaking ELLs. Morphological awareness in Spanish and in English was evaluated with two measures of derivational morphology, respectively. The results showed that Spanish morphological awareness contributed unique variance to Spanish word reading, vocabulary and reading comprehension after controlling for other reading related variables. English morphological awareness also explained unique variance in English word reading, vocabulary and reading comprehension. Cross-linguistic transfer of morphological awareness was observed from Spanish morphological awareness to English word reading and vocabulary, but not to reading comprehension. English morphological awareness did not predict performance on any of the three Spanish outcome measures. These results suggest that morphological awareness is important for word reading, vocabulary and reading comprehension in Spanish, which has a shallow orthography with a complex morphological system. They also suggest that morphological awareness developed in children’s first language is associated with word reading in English, their L2. Overall, results indicate that the ability to perform morphological analysis is important for ELLs. ; PhD Keyword: 0282; 0290; 0524; 0525; bilingual; ELLs; literacy; morphological awareness; reading; second language; skills transfer; vocabulary URL: http://hdl.handle.net/1807/19160 BASE Hide details 488 The Effects of Morphological Awareness on Reading in Chinese and English Among Young Chinese Children: A Longitudinal Study Lam, Katie Yan Yan. - NO_RESTRICTION BASE Show details 489 Development of English and French Literacy among Language Minority Children in French Immersion Au-Yeung, Karen. - NO_RESTRICTION BASE Show details 490 Morphological awareness in German as a foreign language: the case of adjective + noun compounds Pichler, Anna Malena BASE Show details 491 The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program Valeo, Antonella. - NO_RESTRICTION BASE Show details 492 ELL Prereaders' Script Awareness: How Do They Know if a Script is English? Mak, Joyce Yan Lok. - NO_RESTRICTION BASE Show details 493 Libro de texto y transmisión del sexismo en la ESO Olabarrieta Landa, Siara BASE Show details 494 Irakurketa-idazketa prozesuaren hastapenak Haur Hezkuntzan Huarte Labiano, Maite BASE Show details Page: 1...21 22 23 24 25

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