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1
Visual-gestural communication : a workbook in nonverbal expression and reception
Conley, Willy. - London : Routledge, 2019
BLLDB
UB Frankfurt Linguistik
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2
Étudier des numérations orales en classe : quels savoirs mathématiques et langagiers ?
In: Au fil des maths ; https://hal.archives-ouvertes.fr/hal-01870517 ; Au fil des maths, APMEP, 2018 (2018)
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3
The Impact of Language Input on Deaf and Hard-of-Hearing Preschool Children Who Use Listening and Spoken Language
Rufsvold, Ronda L.. - : Columbia University, 2018
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4
ABC: It’s as Easy as 1, 2, 3 – The Importance of a Multisensory Approach in Phonological Awareness Instruction
In: Certificate of Advanced Studies (CAS) in Literacy (2018)
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5
Phonological awareness training in Down Syndrome ; Estimulação da consciência fonológica na Síndrome de Down
In: Letras de Hoje; Vol 53, No 1 (2018): Language in a Psycho/Neurolinguistic and Cognitive Neuroscience perspective; 166-176 ; 1984-7726 ; 0101-3335 ; 10.15448/1984-7726.2018.1 (2018)
Abstract: The present study aimed at evaluating and training phonological awareness in Down syndrome. The 24 participants, divided in three groups, were assessed in their metaphonological abilities and then the experimental groups (one of them typically developing and the other one with Down syndrome) went through a six-week program to train such abilities. As a result, the two experimental groups were significantly better in the post-test, due to the training programefficacy, and presented a better performance than the control group in the post-test. Furthermore, the Down syndrome group, after training, had an even better improvement than the typically developing group, probably because the training sections delivered for them were in an individual basis. We highlight the fact that all of the training activities were especially designed taking into account the difficulties related to memory, attention and expressive language, usuallylinked to this syndrome. Some points are made regarding methodological and teaching issues in assessing atypical populations. ; O presente estudo objetivou avaliar e estimular a consciência fonológica em indivíduos com síndrome de Down. Os 24 participantes, divididos em três grupos, foram testados em suas habilidades de consciência fonológica e, em seguida, os grupos experimentais (um com desenvolvimento típico e um com síndrome de Down) realizaram um programa de estimulação dessas habilidades que teve a duração de seis semanas. Como resultado, os dois grupos experimentais foram significativamente melhores no pós teste, devido à eficiência da estimulação, e apresentaram melhor desempenho que o grupo controle (sem a síndrome). Além disso, o grupo com síndrome de Down, após a estimulação, obteve um aprimoramento superior que o grupo experimental sem a síndrome, provavelmente por terem realizado as atividades individualmente. Destaca-se o fato de que as atividades de estimulação foram especialmente desenvolvidas em função das dificuldades de memória, de atenção e de linguagem expressiva normalmente vinculadas à síndrome. Algumas reflexões sobre opções metodológicas são sugeridas em relação à avaliação e ao ensino de populações atípicas.
Keyword: Atypical development; Language development; Linguistic awareness; Desenvolvimento atípico; Desenvolvimento da linguagem; Consciência linguística; Linguística; Psicolinguística; Linguística Aplicada; Psicolinguística
URL: https://doi.org/10.15448/1984-7726.2018.1.28694
http://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/28694
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6
Comparing first and second language reading: the use of metacognitive strategies among Norwegian students
In: Acta Didactica Norge; Vol 12, No 2 (2018); Art. 4, 27 sider ; 1504-9922 (2018)
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7
Tredjespråksinlärning och metalingvistisk medvetenhet - ett didaktiskt perspektiv
Johansson, Annika. - : Stockholms universitet, Nederländska, 2018
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8
"Try not to cry" - Memes, Männlichkeit und Emotionen: zur Entstehung von Affektstrukturen in digitalen Bildpraktiken
In: kommunikation @ gesellschaft ; 19 ; 29 ; Originalität und Viralität von (Internet-)Memes (2018)
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9
Pratiques et représentations linguistiques des étudiants de la faculté des Langues appliquées de l’Université française d’Égypte et de leur famille
Julien-Kamal, Catherine. - : ACEDLE, 2018. : Recherches en didactique des langues et des cultures, 2018
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10
Making Adolescents’ Diverse Communicative Repertoires Visible: A Creative Inquiry-Based Approach to Preparing Teachers to Work with (Im)migrant Youth
Prasad, Gail. - : UGA Éditions/Université Grenoble Alpes, 2018. : Lidil, 2018
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11
Enseigner une langue vivante étrangère à l'école (cycle 3)
Beaucamp, Jacques. - : ACEDLE, 2018. : Recherches en didactique des langues et des cultures, 2018
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12
Variação linguística e ensino de português, língua não materna: o caso dos pronomes átonos
Costa, Ana Luísa. - : Insttuto Politécnico de Setúbal, Escola Superior de Educação, 2018
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13
Consciência fonológica em crianças com perturbações de linguagem: atraso no desenvolvimento da linguagem e perturbação específica do desenvolvimento da linguagem
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14
Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About
In: Australian Journal of Teacher Education (2018)
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15
Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages
In: Education Sciences ; Volume 8 ; Issue 4 (2018)
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16
Sociocultural Aspect of Teaching Slovene as a Foreign Language at Polish Universities ; Pouk slovenščine kot tujega jezika z vidika sociokulturnih vsebin na izbr anih univerzah na poljskem
In: Zeszyty Cyrylo-Metodiańskie; Vol 6 (2017); 175 ; 2449-8297 (2018)
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17
Emerging “third space” and students’ identities in a heritage language classroom
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18
LINGÜÍSTICA DE CORPUS Y GRAMÁTICA INDUCTIVA: UNA APROXIMACIÓN
In: Tonos Digital; NÚMERO 35 - JULIO 2018 (2018)
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19
Attempts at raising awareness of language and learning through collaborative writing in college
In: Ilha do Desterro v.71 n.3 2018 (2018)
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20
THE EFFECT OF USING DISCOURSE ANALYSIS METHOD ON IMPROVING COGNITIVE AND AFFECTIVE SKILLS IN LANGUAGE AND LITERATURE TEACHING
In: European Journal of Education Studies; Volume 4, Issue 5, 2018 ; 2501 1111 (2018)
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