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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 Hits 1 – 20 of 51 1 Ostension : word learning and the embodied mind electronic resource Engelland, Chad. - Cambridge, Massachusetts : MIT Press, 2014, [2014]©2014 MPI für Psycholinguistik Show details 2 The contribution of L1 phonemic awareness into L2 reading: The case of Arab EFL readers. International education studies Yousef Alshaboul; Sahail Asassfeh; Sabri Alshboul... In: http://www.ccsenet.org/journal/index.php/ies/article/download/33433/19810/ (2014) BASE Show details 3 Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind Gage-Serio, Ondine Angelique. - : eScholarship, University of California, 2014 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) BASE Show details 4 Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind Gage-Serio, Ondine Angelique. - : eScholarship, University of California, 2014 BASE Show details 5 Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind Gage-Serio, Ondine Angelique. - : eScholarship, University of California, 2014 BASE Show details 6 Morphological Analysis Training for English Language Learners With Reading Difficulties Davidson, Sean Jeremy. - : eScholarship, University of California, 2014 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) BASE Show details 7 Morphological Analysis Training for English Language Learners With Reading Difficulties Davidson, Sean Jeremy. - : eScholarship, University of California, 2014 BASE Show details 8 Morphological Analysis Training for English Language Learners With Reading Difficulties Davidson, Sean Jeremy. - : eScholarship, University of California, 2014 BASE Show details 9 Vers une nouvelle contextualisation de l’éveil aux langues à La Réunion : étude de cas en réseau d’éducation prioritaire Dit Marianne, Valérie; Huet, Jean-Bernard; Prax-Dubois, Pascale 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) BASE Show details 10 La mise en discours de la conscience plurilingue dans les biographies langagières d’étudiants en Parcours FLES Muller, Catherine 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) BASE Show details 11 A componential analysis of reading comprehension in Chinese EFL learners ... : Komponentenanalyse der Lesefähigkeit von chinesischen EFL-Lernenden ... Jandok, Ling. - : Technische Universität Berlin, 2014 BASE Show details 12 Die LeseCheckBox des Stadtschulrates für Wien Kalmár, Michael In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 122-128 (2014) BASE Show details 13 Peer group and friend influences on the social acceptability of adolescent book reading Merga, Margaret K In: Research outputs 2014 to 2021 (2014) BASE Show details 14 Die LeseCheckBox des Stadtschulrates für Wien ... Kalmár, Michael. - : Schulz-Kirchner Verlag, 2014 BASE Show details 15 Diz-me as letras e eu escrevo: a descoberta da escrita no Jardim de Infância Matos, Ana Catarina Cardoso e. - 2014 BASE Show details 16 Avaliação e Promoção da Consciência Fonológica em Crianças Pré-Escolares, com e sem problemas de linguagem Rosa, João; Fernandes, Tânia. - : CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa, 2014 Abstract: Neste estudo de intervenção avaliou-se o nível de desenvolvimento da consciência fonológica em crianças pré-escolares, com e sem problemas de linguagem, e mediu-se o impacto de um programa de promoção daquela competência metalinguística. Os estudos mostram que os programas de promoção da consciência fonológica são exequíveis e implementáveis antes da iniciação formal à leitura e escrita (Capovilla & Capovilla, 2000; Nunes, 2009; Sim-Sim, Duarte, Barbeito & Pereira (2010) e especialmente necessários para potenciar o desenvolvimento de crianças com problemas de linguagem (Freitas, Alves & Costa, 2007; Mota & Silva, 2007; Soeiro, 2007). Neste estudo participaram 62 crianças de cinco e seis anos de idade, a frequentar sete estabelecimentos de ensino pré-escolar, divididas em três condições experimentais: 1) Grupo de Intervenção I (crianças sem problemas de linguagem); 2) Grupo de Intervenção II (crianças com problemas de linguagem); 3) Grupo de Controlo (crianças sem problemas de linguagem). Todas as crianças realizaram, individualmente, um pré e um pós-teste através da aplicação das Provas de Segmentação Linguística (Jiménez e Ortiz, 1995) e de um teste de especificidade da intervenção (Aritmética - WISC III). Os dois grupos de intervenção participaram em oito sessões desenhadas para potenciar o desenvolvimento da consciência fonológica, de acordo com um programa desenvolvido originalmente por Silva (2002). Os três grupos eram equivalentes no préteste, em consciência fonológica total. Os resultados revelaram uma significativa superioridade das crianças dos dois grupos de intervenção em importantes sub-competências da consciência fonológica, quando comparadas com o grupo de controlo. Comprovou-se ainda que o efeito da intervenção era específico. Em conclusão, o nível de desenvolvimento atual da consciência fonológica de crianças pré-escolares, com e sem problemas de linguagem, pode ser significativamente potenciado, antes da iniciação formal à leitura e à escrita. ; Abstract: This intervention study aimed at evaluating phonological awareness development level in pre-school children, with or without language delays, and assess the impact of a programme designed to promoting that metalinguistic ability. Studies show that such programmes are feasible, can be implemented before formal instruction on reading and writing (Capovilla & Capovilla, 2000; Nunes, 2009; Sim-Sim, Duarte, Barbeito & Pereira (2010) and are especially necessary to potentiate the development of children showing language delays (Freitas, Alves & Costa, 2007; Mota & Silva, 2007; Soeiro, 2007). The participants were sixty two, five- and six-year-olds, attending seven pre-schools. They were allocated to three experimental conditions: 1) Intervention Group I - children with no language delay; 2) Intervention Group II - children with language delay; 3) Control Group - children with no language delay. Pre- and post-tests were individually administered to all children consisting of a battery of linguistic segmentation tests (Jiménez & Ortiz, 1995) and an intervention specificity test (Arithmetic - WISC III). The two intervention groups further participated in eight training sessions designed to enhance phonological awareness, according to a programme developed by Silva (2002). There were no significant pretest differences on total phonological awareness across the three groups. The two intervention groups significantly outperformed the control group on important phonological awareness sub-skills. The effect of the intervention was found to be specific. To conclude, the atual phonological awareness development level of pre-school children, with or without language delays, can be successfully improved, before formal literacy instruction. ; info:eu-repo/semantics/publishedVersion Keyword: Avaliação da consciência fonológica; Consciência fonológica; Desenvolvimento da consciência fonológica; Language delays; Phonological awareness; Phonological awareness assessment; Phonological awareness development; Problemas de linguagem URL: http://hdl.handle.net/10400.21/12698 BASE Hide details 17 A avaliação do desenvolvimento da consciência fonológica em crianças de 5 anos Filipe, Adriana da Conceição Costa Ferreira. - 2014 BASE Show details 18 Förderung von Sprach(lern)bewusstheit und Sprach(lern)kompetenz durch germanische Interkomprehensionsansätze ... Oleschko, Sven; Olfert, Helena. - : Lang, 2014 BASE Show details 19 Development of Metalinguistic Awareness: Evidence from Children’s Overt Productions Kirkby, Laura; Dingess, Mallory; Ewing, Jamesa... In: ETSU Faculty Works (2014) BASE Show details 20 Development of Metalinguistic Awareness: Evidence from Children’s Overt Productions Kirkby, Laura; Dingess, Mallory; Ewing, Jamesa... In: ETSU Faculty Works (2014) BASE Show details Page: 1 2 3

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