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Development of the Morphological Awareness Task for Singapore: a preregistration protocol ...
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Rhyming in the context of the phonological awareness of pre-school children ... : Rima v kontekstu fonološke ozaveščenosti predšolskih otrok ...
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Διδασκαλία της ορθογραφημένης γραφής σε μαθητές Δημοτικού με δυσλεξία στο μάθημα της Γερμανικής ως Β΄ ξένης γλώσσας ...
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Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
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Tarefas de Estímulo de Consciência Fonológica no Ensino de Inglês no 1.º Ciclo do Ensino Básico
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Using verb morphology to predict subject number in L1 and L2 sentence processing: A visual-world eye-tracking experiment
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In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 115–132 ; 2399-9101 (2021)
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Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“ ...
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Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals ...
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Exploring the Pronunciation Awareness Continuum through Self-Reflection in the L2 French Learning Process
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In: Languages ; Volume 6 ; Issue 4 (2021)
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Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study
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In: Doctoral Dissertations and Projects (2021)
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Abstract:
The purpose of this embedded, explanatory multiple case study was to explain how internal and external factors shape the instructional spelling practices of third and fourth grade educators in Delaware. Internal factors were personal characteristics, such as content knowledge and pedagogy, that have been developed by past experiences and trainings. External factors were environmental and behavioral elements that vary between schools. The theory guiding this study was the social cognitive theory as it provided a theoretical framework that helped to explain influencers behind teacher choices. As an embedded case study, the main units of analysis were the schools (N = 3) and the sub-units of analysis were the educators (n = 16). Purposeful sampling from schools in Delaware helped to ensure maximum variation. Each of the two public schools included teachers (n = 4), a principal (n = 1), and literacy expert (n = 1). The private school included two teachers, one principal, and one literacy expert. Data collection involved surveys, classroom observations, lesson plans, interviews, and curriculum reviews. Thematic analysis was used to help code and identify themes within and across cases. Findings supported spelling instruction as a complex interaction between the following factors: (a) teacher content, training, and pedagogy, (b) curriculum, (c) funding source expectations (e.g., standardized assessments), (d) district expectations (e.g., levels of teacher autonomy), and (e) student knowledge and behavior.
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Keyword:
Education; morphological knowledge; multilinguistic spelling approach; orthographical knowledge; phonological awareness; Reading and Language; spelling instruction; teacher instruction
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URL: https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=4288&context=doctoral https://digitalcommons.liberty.edu/doctoral/3229
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Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln
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Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“
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SOUNDS OF EMERGENCE: THE PEDAGOGY OF LANGUAGE AND LITERACY CON-CEPTS AND STRATEGIES IN AN EARLY LEARNING PROGRAM
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In: Middle and Secondary Education Dissertations (2021)
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Improving Reading Comprehension in Arabic English Language Learners
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In: Culminating Experience Projects (2021)
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Understanding Dyslexia as a Neurological Learning Disability: A Plan for an Instructive Website for Parents and Early Elementary Teachers
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In: Culminating Experience Projects (2021)
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Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln ...
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Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness ...
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Predicting dual-language literacy attainment in Irish-English bilinguals: language-specific and language-universal contributions
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Barnes, Emily. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2021
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O Contributo do Educador para o Desenvolvimento Linguístico das Crianças do Pré-Escolar ; A Consciência Linguística/Práticas
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Desenvolvimento da consciência metalinguística na aquisição bilingue de português e neerlandês: estudo de caso
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