10 |
Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
|
|
|
|
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
|
|
11 |
Morphological Analysis Training for English Language Learners With Reading Difficulties
|
|
|
|
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
|
|
12 |
Diz-me as letras e eu escrevo: a descoberta da escrita no Jardim de Infância
|
|
|
|
Abstract:
Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar ; O presente relatório incide no trabalho desenvolvido ao longo da Prática Profissional Supervisionada realizada em dois contextos socioeducativos da Educação de Infância: Creche e Jardim de Infância. Através de um olhar crítico e reflexivo alicerçado em pressupostos teóricos, é feita a análise da intervenção realizada no contexto de creche (com crianças entre os 12 e os 22 meses) e jardim de infância (com crianças entre os três e cinco anos). A problemática mais significativa da Prática Profissional Supervisionada ocorreu no contexto de jardim de infância e incide na descoberta da Linguagem Escrita e na forma como as crianças constroem e se apropriam do código escrito. No capítulo que lhe concerne, explicita-se a importância deste tema no desenvolvimento da criança em idade pré-escolar e o seu papel ativo no processo de apropriação da Linguagem Escrita, que passa também pelo domínio da Linguagem Oral, pelo desenvolvimento da consciência fonológica, pelo contacto com os livros ou pela exposição ao código escrito. No desenvolvimento deste relatório, pretendeu-se ainda identificar, compreender estratégias e criar ferramentas para que as crianças desenvolvam e vão construindo a sua linguagem escrita. Em paralelo, como forma de ilustrar o trabalho realizado, surgem igualmente as vozes das crianças, a propósito das suas aprendizagens e as atividades promovidas ao longo da PPS no âmbito desta temática. ; ABSTRACT This report focuses on the work developed throughout the Supervised Professional Practice carried out in two socio-educational contexts of Childhood Education: Nursery School and Kindergarten. Through a critical and reflective look based on theoretical assumptions, an analysis is made of the intervention carried out in the nursery school (with children aged between 12 and 22 months) and kindergarten context (with children between the ages of three and five years). The most significant aspect of the Supervised Professional Practice occurred in the kindergarten and focuses on the discovery of Written Language and the way in which children build up and appropriate themselves of the written code. In the respective chapter, I explain the importance of this issue in the development of preschoolers and the active role they play in the process of appropriation of the Written Language. This skill also involves mastering Oral Language, developing phonological awareness, coming into contact with books and exposure to the written code. In preparing this report, I further sought to identify, understand strategies and create tools to help children to develop and build up their written language. In parallel, in order to illustrate the work, I also included the children's opinions in relation to their learning and to the activities promoted throughout the Supervised Professional Practice in regard to this subject matter.
|
|
Keyword:
Consciência fonológica; Educação pré-escolar; Linguagem escrita; Linguagem oral; Oral language; Phonological awareness; Prática profissional supervisionada; Preschool education; Supervised professional practice; Written language
|
|
URL: http://hdl.handle.net/10400.21/4104
|
|
BASE
|
|
Hide details
|
|
13 |
A avaliação do desenvolvimento da consciência fonológica em crianças de 5 anos
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Developing Meta-Awareness about Composition through New Media in the First-Year Writing Classroom.
|
|
|
|
BASE
|
|
Show details
|
|
15 |
The LAMP Language and Communication Screen Used to Support Teachers to Identify Speech, Language, and Communication Difficulties in Four Primary Schools in Varied Social Contexts
|
|
|
|
BASE
|
|
Show details
|
|
16 |
The relative contribution of input modification, learner awareness, and individual differences to second language construction learning
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Ações de promoção da pluralidade linguística em contextos escolares
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Phonologische Bewusstheit türkischsprachiger Migrantenkinder im Vergleich zu Kindern mit deutscher Muttersprache
|
|
|
|
BASE
|
|
Show details
|
|
19 |
The place of language and intercultural abilities : the experience of global business professionals
|
|
|
|
BASE
|
|
Show details
|
|
20 |
The efficacy of the talking tables program in the development of phonological awareness in kindergarten children at risk for reading difficulties
|
|
|
|
BASE
|
|
Show details
|
|
|
|