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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 2 3 4 5 6 7 8...25 Hits 61 – 80 of 494 61 Consciência Metalinguística em adultos portugueses: Estudo exploratório com o THAM-3 ; Metalinguistic awareness in Portuguese students: Exploratory study with THAM-3 Rita, Suse Sofia Santos. - 2018 BASE Show details 62 A gestão da aprendizagem plurilíngue dentro e fora dos muros da escola Würzius, Laura Martins. - 2018 BASE Show details 63 I can reflect on the EPOSTL from an ELF perspective - considering implications for language teacher education Riegler, Stefanie. - 2018 BASE Show details 64 Plan - Kritik - Entwurf Schörkhuber, Franz. - 2018 BASE Show details 65 Exploring the Role of Perception in Language Learning: A Plurilingual and Ecological Perspective on Students’ Perceptions of French-English Proximity Cho, Kimberly. - 2018 BASE Show details 66 La conscience linguistique dans la production littéraire en domaine picard (fin XIIe-fin XIIIe siècle) Wissen, Blanche. - 2018 BASE Show details 67 Effects of Shared Book-reading Techniques on the Early Literacy and Language Skill of 4- and 5-year olds Linney, Kelsi Sara. - : University of Otago, 2018 Abstract: Preschool is an important period in a child’s life as they learn from the environment around them. Gaining of early literacy and language skills before formal reading instruction begins at school is imperative as it sets a child up for later reading achievement. The skills that are considered most important for future reading achievement are alphabet knowledge, phonological awareness and vocabulary/language skill. While these skills are taught implicitly within early childhood centres as the children interact with the teachers, it is thought there could be more done to ensure that children are learning pre-reading skills before they get to school. Past studies have looked at phonological sensitivity interventions to help improve skills such as alphabet knowledge and phonological awareness as both are found to correlate with reading ability in later years of schooling. Shared book-reading interventions use strategies such as dialogic reading to help improve children’s language before they reach school. The present study aimed, therefore, to explore whether different forms of shared book-reading between parent and child would help to improve specific skills. Rich Reading and Reminiscing combined dialogic reading and elaborative reminiscing techniques to focus on the meaning of words and narrative of the story. It was expected that this form of shared book-reading would improve vocabulary/language skills. Strengthening Sound Sensitivity focused on sounds and forms of words in text. It was expected that this form of shared book-reading would improve literacy skills. Data were collected as a part of larger study which examined other aspects of children’s skills and behaviour before reaching school. Children were first assessed soon after turning 4-years old. They were then split into condition: Rich Reading and Reminiscing, Strengthening Sound Sensitivity, or the Activity Based Control group. If children were in either of the condition groups they went through a six-week programme where parents read specific books that included prompts according to condition. Each week, two books were read through three times each with different prompts for each read through and different activities at the end of each book. If the children were in the control group, they were sent a different themed activity box for each week. Alphabet knowledge, Phonological Awareness and Vocabulary were assessed at post-test, 7-month follow up, and 1-year follow up; as well as Phoneme Segmentation Fluency, Nonsense Word Reading and Word Identification Fluency being assessed at 1-year follow up. ANCOVAs were performed for each follow-up measure, controlling for age and relevant pre-test measure, to explore differences between conditions. It was found that the Rich Reading and Reminiscing condition had no effect on vocabulary/language skills at any time point. However, children in the Strengthening Sound Sensitivity condition were found to correctly read more whole words at 1-year follow up, as well as read more nonsense words and correctly identify more letter sounds at 1-year follow up. These findings suggest that when parents focus on sounds in words when reading books to their children, it may improve reading ability once the child reaches school. Keyword: Alphabet Knowledge; Early Childhood; Early Literacy; Language; Literacy; Phonological Awareness; Vocabulary; Word-reading URL: http://hdl.handle.net/10523/7962 BASE Hide details 68 Self-Perception of Language Abilities in Older Adults Johnson, Melissa A.; Hauenstein, Emily; Powers, Bethel. - : University of Rochester, 2018 BASE Show details 69 The wonders of language : or how to make noises and influence people Roberts, Ian G.. - Cambridge : Cambridge University Press, 2017 MPI für Psycholinguistik Show details 70 Language in children Clark, Eve V.. - 2017 MPI für Psycholinguistik Show details 71 Lexical and conceptual awareness in L2 reading : an explanatory study Schluer, Jennifer. - Wien : Peter Lang Edition, 2017 BLLDB UB Frankfurt Linguistik Show details 72 La perception des normes textuelles, communicationnelles et linguistiques en écriture journalistique : une contribution à l'étude de la conscience linguistique des professionnels des médias écrits québécois Meier, Franz. - Wien : Peter Lang Edition, 2017 BLLDB UB Frankfurt Linguistik Show details 73 On the dynamics of early multilingualism : a psycholinguistic study Hofer, Barbara. - Berlin : De Gruyter Mouton, 2017 BLLDB UB Frankfurt Linguistik Show details 74 Integration of the Self and Awareness (ISA) in learning and teaching : a case study of French adult students learning English the silent way Benstein, Patricia. - Frankfurt am Main : Peter Lang Edition, 2017 BLLDB UB Frankfurt Linguistik Show details 75 Language in children Clark, Eve V.. - London : Routledge, 2017 MPI für Psycholinguistik Show details 76 Questions that poses multilingual teaching in Lebanon practices and representations ; Questions que pose une didactique plurilingue au Liban, pratiques et représentations Wehbe, Oula. - : HAL CCSD, 2017 In: https://tel.archives-ouvertes.fr/tel-01774862 ; Linguistique. Université Sorbonne Paris Cité, 2017. Français. ⟨NNT : 2017USPCA040⟩ (2017) BASE Show details 77 Lexikalische Interferenzen zwischen Deutsch und Chinesisch. Eine didaktische Reflexion in Bezug auf das lexikalische Lernen im chinesischen Deutschunterricht. Wang; Albert; Jiayi. - : Philipps-Universität Marburg, 2017. : Germanistik und Kunstwissenschaften, 2017 BASE Show details 78 A contribuição das habilidades de letramento emergente para as competências iniciais de leitura e escrita ; The contribution of emergent literacy skills to early reading and writing performance Castro, Danielle Andrade Silva de. - : Biblioteca Digital de Teses e Dissertações da USP, 2017. : Universidade de São Paulo, 2017. : Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, 2017 BASE Show details 79 Reflections of Brazilian English language teacher educators: a discourse analysis of introspective and collaborative approaches to professional awareness Carvalho, Vera Lucia Lima. - : University of Limerick, 2017 BASE Show details 80 Desarrollo de la conciencia fonológica en el aula de primero de Educación Infantil: efectos de la sistematicidad de la aplicación del programa LOLE Martín Martín, María del Rocío. - 2017 BASE Show details Page: 1 2 3 4 5 6 7 8...25

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