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Tracking and fixed ranking of leukocyte telomere length across the adult life course
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In: ISSN: 1474-9718 ; EISSN: 1474-9728 ; Aging Cell ; https://hal.univ-lorraine.fr/hal-01737759 ; Aging Cell, Wiley Open Access, 2013, 12 (4), pp.615 - 621. ⟨10.1111/acel.12086⟩ (2013)
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Identification of Large Families in Early Repolarization Syndrome.
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In: ISSN: 0735-1097 ; Journal of the American College of Cardiology ; https://hal.archives-ouvertes.fr/hal-00879642 ; Journal of the American College of Cardiology, Elsevier, 2013, 61 (2), pp.164-72. ⟨10.1016/j.jacc.2012.09.040⟩ (2013)
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Adults and 5-year-old children draw rectangles and triangles around a prototype but not in the golden ratio.
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In: ISSN: 0007-1269 ; EISSN: 2044-8295 ; British Journal of Psychology ; https://hal.archives-ouvertes.fr/hal-00965016 ; British Journal of Psychology, British Psychological Society ; Wiley, 2013, 104 (3), pp.400-12. ⟨10.1111/j.2044-8295.2012.02129.x⟩ (2013)
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EXPLORING THE ROLE OF PROSODIC AWARENESS AND EXECUTIVE FUNCTIONS IN WORD READING AND READING COMPREHENSION: A STUDY OF COGNITIVE FLEXIBILITY IN ADULT READERS
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Constructing Canadian citizens: a textual analysis of Canadian citizenship guides in English - 1947-2012
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Literacy Inside and Out: Investigating the Literacy Practices of Adult English Literacy Learners
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Abstract:
Adult English literacy learners (ELLs) are learners with limited or no formal schooling in their first language who are learning to read and write in English. At present, the limited research surrounding adult ELL instruction does not fully investigate the literacies that learners make use of outside of the classroom in a Canadian context. Through the lens of the New Literacy Studies, this case study examines the variety of print-literacy practices that adult ELLs engage with inside and outside of the classroom, highlights the value of these literacy practices, and emphasizes the importance of connecting out-of-class literacy practices with those occurring in the classroom. Additionally, this study uses learner perspectives to describe out-of-class literacy practices and provides a platform for adult ELLs to discuss their in-class preferences. The findings indicate the necessity of acknowledging prior experiences of ELLs in the classroom and provide implications for in-class instruction and resettlement agencies.
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Keyword:
Adult English Literacy Learners; ELL; Literacy; Literacy Practices
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URL: http://hdl.handle.net/1807/42641
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Conceptions and Negotiation of Identity among Participants in an Academic Language Classroom: A Qualitative Case Study
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The Relationship between Leisure Activity Participation, Language, and Literacy in Adults with Down Syndrome
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