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The contribution of L1 phonemic awareness into L2 reading: The case of Arab EFL readers. International education studies
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In: http://www.ccsenet.org/journal/index.php/ies/article/download/33433/19810/ (2014)
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Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
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In: Gage-Serio, Ondine Angelique. (2014). Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind. UC Santa Cruz: Education. Retrieved from: http://www.escholarship.org/uc/item/5mz970cg (2014)
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Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
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Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
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Morphological Analysis Training for English Language Learners With Reading Difficulties
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In: Davidson, Sean Jeremy. (2014). Morphological Analysis Training for English Language Learners With Reading Difficulties. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/70c919st (2014)
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Abstract:
English language learners (ELLs) represent one of the fastest growing student populations in the United States, and they experience reading difficulties and increased risk for Special Education identification compared to English-only speaking students (EOs). Lack of vocabulary knowledge is a contributing factor for reading difficulties. An immense gap in vocabulary knowledge exists between EOs and ELLs, making it difficult to directly teach the necessary amount of words to close this vocabulary knowledge gap. One promising approach to address this issue is to teach students to analyze words into their constituent morphemes (meaningful units of a word) in order to determine the meaning of words. If ELLs can be taught to use this strategy to derive meanings of unknown words while reading, they can take advantage of self-teaching opportunities to increase their vocabulary knowledge. This study investigated whether (a) ELLs at risk for reading difficulties could be taught a morphological analysis strategy to determine the meanings of words; (b) ELLs of differing reading profiles would respond similarly to the intervention; and (c) participants could generalize learning to novel words. Nine fourth and fifth grade ELLs with reading difficulties from a low socio-economic school participated in this study. The study employed a multiple baseline, single-case design. Visual analysis of the results established a functional relation between the intervention and an increase in students' vocabulary scores. In addition, the percentage of nonoverlapping data ranged from 90% to 100% for eight students. Moreover, students were able to generalize this learning to untaught words. These findings suggest that ELLs should receive targeted instruction in the morphological analysis to increase their vocabulary knowledge.
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Keyword:
Education; English Language Learners; Morphological Awareness; Morphology; Single Case Design; Single Subject Design; Vocabulary
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URL: http://n2t.net/ark:/13030/m5281nnh http://www.escholarship.org/uc/item/70c919st
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Morphological Analysis Training for English Language Learners With Reading Difficulties
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Morphological Analysis Training for English Language Learners With Reading Difficulties
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Vers une nouvelle contextualisation de l’éveil aux langues à La Réunion : étude de cas en réseau d’éducation prioritaire
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In: ISSN: 1247-1194 ; Travaux & documents ; https://hal.univ-reunion.fr/hal-02047507 ; Travaux & documents, Université de La Réunion, Faculté des lettres et des sciences humaines, 2014, Mutations en contexte dans la didactique des langues : le cas de l’approche plurilingue, pluriculturelle et de la perspective actionnelle, pp.189-206 (2014)
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La mise en discours de la conscience plurilingue dans les biographies langagières d’étudiants en Parcours FLES
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In: Vers le plurilinguisme ? Vingt ans après ; https://hal-univ-paris3.archives-ouvertes.fr/hal-01430788 ; V. Bigot, A. Bretegnier & M. Vasseur (éd.). Vers le plurilinguisme ? Vingt ans après, Éditions des Archives Contemporaines, 2014 (2014)
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A componential analysis of reading comprehension in Chinese EFL learners ... : Komponentenanalyse der Lesefähigkeit von chinesischen EFL-Lernenden ...
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Die LeseCheckBox des Stadtschulrates für Wien
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 122-128 (2014)
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Peer group and friend influences on the social acceptability of adolescent book reading
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In: Research outputs 2014 to 2021 (2014)
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Diz-me as letras e eu escrevo: a descoberta da escrita no Jardim de Infância
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Avaliação e Promoção da Consciência Fonológica em Crianças Pré-Escolares, com e sem problemas de linguagem
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Rosa, João; Fernandes, Tânia. - : CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa, 2014
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A avaliação do desenvolvimento da consciência fonológica em crianças de 5 anos
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Förderung von Sprach(lern)bewusstheit und Sprach(lern)kompetenz durch germanische Interkomprehensionsansätze ...
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Development of Metalinguistic Awareness: Evidence from Children’s Overt Productions
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In: ETSU Faculty Works (2014)
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Development of Metalinguistic Awareness: Evidence from Children’s Overt Productions
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In: ETSU Faculty Works (2014)
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