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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 9...137 Hits 81 – 100 of 2.725 81 Tractament integrat de llengua i contingut: Quina llengua? Com s’integra? Per a què? ; Content and language integrated learning: Which language? How is it integrated? What for? Martí, Otilia In: Caplletra. Revista Internacional de Filologia.; Caplletra 68 (primavera 2020); 219-242 ; Caplletra. Revista Internacional de Filologia; Caplletra 68 (primavera 2020); 219-242 ; 2386-7159 ; 0214-8188 (2020) BASE Show details 82 Lyrics and language awareness Werner, Valentin. - : Otto-Friedrich-Universität, 2020. : Bamberg, 2020 BASE Show details 83 Lyrics and language awareness Werner, Valentin. - : Dep. of Foreign Languages and Translation, Univ. of Agder, 2020. : Kristiansand, 2020 BASE Show details 84 TV Discourse, Grammaticality, and Language Awareness Werner, Valentin. - : Berkeley, Calif., 2020 BASE Show details 85 Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020 BASE Show details 86 Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers Bahr, Ruth Huntley; Silliman, Elaine R.; Berninger, Virginia W. In: Lang Speech Hear Serv Sch (2020) Abstract: PURPOSE: Morphology, which is a bridge between phonology and orthography, plays an important role in the development of word-specific spellings. This study, which employed longitudinal sampling of typically developing students in Grades 3, 4, and 5, explored how the misspellings of words with derivational suffixes shed light on the interplay of phonological, orthographic, and morphological (POM) linguistic features as students learn to integrate POM features appropriately to generate correct spellings. METHOD: Sixty typically developing Grade 3 students were tested using the Spelling subtest from the Wechsler Individual Achievement Test–Second Edition (Wechsler, 2001) and were divided into superior, average, and poor spellers. Students' spelling skill was then assessed using the Wechsler Individual Achievement Test–Second Edition annually for another 2 years. Misspelled derivations from these three testing sessions were analyzed for linguistic feature errors and error complexity/severity. Differences in the integration of POM features across spelling ability levels at Grades 3–5 were analyzed with Kruskal–Wallis analyses of variance. RESULTS: Longitudinal results demonstrated POM integration for the development of word-specific spellings involving derivational morphology was in its initial stages over Grades 3–5 and was influenced by spelling ability level. Information from a qualitative analysis revealed considerable variability in how students applied their POM knowledge to spell complex derivations. CONCLUSIONS: Word-specific spellings draw on multiple linguistic codes—P, O, and M—and their interconnections. It involves more than an understanding of orthographic rules. Rather, accurate spelling develops through an increased understanding of the phoneme–grapheme relationships as facilitated by the identification of word parts (base + or − affixes) in written language. Educational and clinical implications are discussed. Keyword: Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7848682/ http://www.ncbi.nlm.nih.gov/pubmed/32692965 https://doi.org/10.1044/2020_LSHSS-19-00090 BASE Hide details 87 Early reading correlates in language impairment (Newbury et al., 2020) Jayne Newbury (8958647); Laura M. Justice (5058230); Hui H. Jiang (8958649). - 2020 BASE Show details 88 La formación de palabras en el aula : observar, pensar y reflexionar Serrano Dolader, David. - 2020 BASE Show details 89 Language and Culture Complementarity as a Tool for Creating a Holistic Pragmatically Induced Professional Competence of University Graduates Elena Grishaeva And, Veronica Razumovskaya. - 2020 BASE Show details 90 Language Teaching Methodologies. Boosting Translator Training by Comparing Linguistic Aspects Díaz Garrido, Raquel. - 2020 BASE Show details 91 We speak 17 languages in 2B Pertiller, Victoria. - 2020 BASE Show details 92 Berücksichtigung und Förderung von Mehrsprachigkeit im inklusiven Kontext - eine Interviewstudie mit Lehrkräften in Wiener Integrationsklassen Zietlow, Anne Katharina. - 2020 BASE Show details 93 Lautliche Interferenzen im Zweitspracherwerb des Deutschen Babic, Kristina. - 2020 BASE Show details 94 Requesting in Ukrainian: Native Speakers’ Pragmatic Behaviour and Acquisition by Language Learners Sivachenko, Olena. - : University of Alberta. Department of Modern Languages and Cultural Studies., 2020 BASE Show details 95 La Llingua Asturiana y su inclusión dentro del Proyecto Lingüístico de Centro Remis-García, José Luis. - 2020 BASE Show details 96 The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency? Foncubierta Muriel, José Manuel; Machancoses, Francisco H.; Buyse, Kris. - : Frontiers Media, 2020 BASE Show details 97 Focus on Form: A CLIL Didactic Unit Promoting ESO Students’ Form Awareness Vilaseca Nogueras, Anna. - 2020 BASE Show details 98 Le rôle des facteurs phonologiques dans le développement des connaissances orthographiques chez l’élève dysphasique francophone du primaire Leonti, Oxana. - 2020 BASE Show details 99 Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities: a mixed method study Alqahtani, Rashed; NC DOCKS at The University of North Carolina at Greensboro. - 2020 BASE Show details 100 Determining global citizenship capabilities for speech-language pathologists and other health professionals: a study protocol Millar, CaraJane; Carey, Lindsay B.; Hill, Anne E.. - : Taylor & Francis, 2020 BASE Show details Page: 1 2 3 4 5 6 7 8 9...137

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