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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 Hits 81 – 92 of 92 81 Exploring The Facilitating Effect Of Diminutives On The Acquisition of Serbian Noun Morphology Seva, Nada. - : University of Stirling, 2006 BASE Show details 82 Early language experience : learning from young children who are blind Campbell, Julianne J.. - 2006 BASE Show details 83 PHONOLOGICAL PROCESSING UNIT TRANSFER: THE IMPACT OF FIRST LANGUAGE SYLLABLE STRUCTURE AND ITS IMPLICATIONS FOR PREFERRED SUBSYLLABIC DIVISION UNITS Chen, Shih-wei. - 2006 BASE Show details 84 Selective processing of masked and unmasked verbal threat material in anxiety: Influence of an immediate acute stressor Edwards, MS; Burt, JS; Lipp, OV. - : Psychology Press, 2006 BASE Show details 85 The phonological awareness abilities of children with cerebral palsy who do not speak Card, Ruth; Dodd, Barbara. - : Informa Healthcare, 2006 BASE Show details 86 Clarifying the phonological processing account of nonword repetition Bowey, J. A.. - : Cambridge Univ Press, 2006 BASE Show details 87 What is orthographic processing skill and how does it relate to word identification in reading? Burt, JS. - : Blackwell Publishing, 2006 BASE Show details 88 Spelling in adults: The combined influences of language skills and reading experience Burt, JS. - : Springer/Plenum Publishers, 2006 BASE Show details 89 Corpus linguistics at the service of English teachers Leonardo Juliano Recski In: Literatura y Lingüística, Iss 17, Pp 303-324 (2006) (2006) BASE Show details 90 Making Evidence-Based Decisions about Child Language Intervention in Schools. Gillam, Sandra Laing; Gillam, Ronald B. In: Communicative Disorders and Deaf Education Faculty Publications (2006) BASE Show details 91 Phonological Awareness, Reading Fluency, and Strategy-Based Reading Comprehension Instruction for Children with Language Learning Disabilities: What Does Research Show? Laing, S. In: Communicative Disorders and Deaf Education Faculty Publications (2006) Abstract: To be a proficient reader you must possess automatic word recognition and be able to comprehend what you read. Automatic word recognition is the ability to recognize words quickly and easily with little effort so that you can direct your attention to the literal and often inferential meanings that the author is trying to convey. For many children, the road to proficient reading is fraught with obstacles. These barriers include difficulty with phonological awareness, developing fluency in word recognition, understanding the meaning of words and complex sentence structures, and using strategies to comprehend what is read. Typically developing children experience fewer road blocks on the course to skilled reading and respond well to interventions designed to remove academic hurdles from their paths. Children with language and learning problems also benefit from instruction, but not always in the same way as children who are developing typically. Thus, interventions geared toward children with language and learning problems should be designed with their learning styles and needs in mind. Keyword: children; instruction; language learning disabilities; phonological awareness; reading comprehension; reading fluency; research; Special Education and Teaching; strategy-based URL: http://div1perspectives.asha.org/content/vol13/issue1/ https://digitalcommons.usu.edu/comd_facpub/11 BASE Hide details 92 RHETORICAL ODYSSEY AND TRAJECTORIES: A PERSONAL REFLECTION Yazid Basthomi In: TEFLIN Journal, Vol 17, Iss 2, Pp 187-199 (2006) (2006) BASE Show details Page: 1 2 3 4 5

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