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"Because it's a little more my language": Metalinguistic cognition in young monolingual and bilingual children
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Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies
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In: ISSN: 0965-8416 ; Language Awareness ; https://hal.univ-lorraine.fr/hal-03573322 ; In press (2021)
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Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities: a mixed method study
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The influence of phonological awareness on EFL pronunciation acquisition ...
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The influence of phonological awareness on EFL pronunciation acquisition ...
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Children's acquisition of Mandarin tones in context
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Tang, Ping. - : Sydney, Australia : Macquarie University, 2018
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LINGÜÍSTICA DE CORPUS Y GRAMÁTICA INDUCTIVA: UNA APROXIMACIÓN
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In: Tonos Digital; NÚMERO 35 - JULIO 2018 (2018)
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Sentence comprehension in monolingual and bilingual aphasia: evidence from behavioral and eye-tracking methods
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SECOND LANGUAGE READING INTERVENTIONS AND SOCIO-ECONOMIC STATUS: A REVIEW OF THE LITERATURE
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"Kreyòl Pale, Kreyòl Konprann": Haitian Identity and Creole Mother Tongue Learning in Maténwa, Haiti
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Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay
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Metacognitive Awareness of Reading Strategies Reported by Emirati Learners Enrolled in Post-Secondary Education in the United Arab Emirates
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Aspectos linguísticos emergentes em sessões de teletandem: uma análise a partir da conscientização da linguagem
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Levels of phonological awareness, working memory, and lexical knowledge in elementary school children
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La pertinença lingüística: el cas de les Illes Balears ; Linguistic belonging: the case of the Balearic Islands
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In: Treballs de Sociolingüística Catalana; Núm. 24 (2014): Les ideologies lingüístiques; 241-266 (2015)
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Preschool predictors of early literacy acquisition in German-speaking children
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Abstract:
Phonological awareness, rapid automatized naming (RAN), letter knowledge, and oral language are all significant predictors of successful literacy acquisition in several languages. However, their relative importance is less clear and depends on language characteristics, the specific aspect of literacy assessed, and the phase of literacy acquisition. This study, therefore, aimed to examine the development of these predictors and their relationship with literacy acquisition through a longitudinal investigation of German-speaking children. Seventy-eight children growing up monolingual German were assessed three times: a few months before starting school (mean age = 5 years 11 months), in grade 1 (mean age = 6 years 11 months), and in grade 2 (mean age = 7 years 10 months). Cognitive predictors were measured at preschool, and literacy outcomes (reading accuracy, speed, comprehension, and spelling) were measured in grades 1 and 2. Correlational and path analyses revealed a complex pattern of relationships between cognitive and literacy skills dependent on the aspect of literacy being measured and the timepoint. Overall, the most important predictor of literacy skill in grade 2 was earlier literacy skills, followed by letter knowledge and RAN. Phonological awareness was less important than RAN, and oral language skills (i.e., vocabulary, grammar comprehension) were least important. The implications of these findings for the understanding of cognitive mechanisms of literacy acquisition and for early detection of literacy difficulties are discussed.
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Keyword:
Broader language skills; Double-deficit hypothesis; Early reading development; Letter-sound knowledge; Naming speed; Orthographic consistency; Phoneme awareness; Phonological awareness; Regular orthography; Short-term memory
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URL: https://doi.org/10.1002/rrq.116 http://hdl.handle.net/10468/11615
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Instructor interview for Place-Based WAC/WID writing instruction in Hawaiian Studies, clip 9 of 11
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Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
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Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
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Morphological Analysis Training for English Language Learners With Reading Difficulties
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