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Modellorientierte Diagnostik und Therapie kindlicher Aussprachestörungen
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 465-476 (2014)
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| 82 |
Inputspezifizierung in der Sprachförderung – eine effektive Methode zur Verbesserung der Pluralbildung bei bilingualen Kindern?
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 356-360 (2014)
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| 83 |
SAuS - Sprache in Alltag und Spiel kompetent fördern
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 54-60 (2014)
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| 84 |
Evaluation einer computerbasierten Förderung schriftsprachlicher Vorläuferkompetenzen in der Schuleingangsphase ; Evaluation of a computer-based training of early literacy skills for first graders
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In: Empirische Sonderpädagogik (2014) 3, S. 260-276 (2014)
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| 85 |
Eltern-Kind-Interaktionen mit Bilderbüchern und / oder Tablet PC?
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 66-71 (2014)
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| 86 |
IPK - Intensiv-Präventions-Kurse in Schleswig-Holstein im Kreis Rendsburg-Eckernförde
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 61-65 (2014)
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| 87 |
State – nation – education. An essay to discussing an unsolved educational issue in the European context
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In: Hungarian Educational Research Journal 4 (2014) 1, 13 S. (2014)
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| 88 |
Using mouth and hand pictures to teach the alphabetic principle to Spanish-speaking English learners
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In: ETD Collection for Fordham University (2014)
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| 89 |
Explore the relationship between metacognition, L1 reading ability, L2 language proficiency and L2 reading comprehension.
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1405090119 (2014)
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| 90 |
Spanish/English bilinguals' strategies for finding bias in historical texts
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In: Graduate Theses and Dissertations (2014)
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Abstract:
This study investigates the literacy resources and strategies Spanish/English bilinguals use to detect bias in a propaganda text. Drawing upon previous work done in history literacy by Schleppegrell, Achugar, and Oteiza (2004), this study presented participants with a propaganda text from Nazi Germany which criticizes Albert Einstein. Without knowing the context of the article, participants responded to discussion questions which investigated whether participants could detect the bias, what literacy strategies the participants used to find the bias, and whether and how the participants perceived differences between reading the text in their first (L1) and second languages (L2). Overall, the participants had difficulty correctly identifying the bias, and in general, most found the text easier to read and the bias easier to detect in their L1. This study makes a case for including the L1 in the instruction of history and the need for explicit instruction about critical reading strategies, especially for detecting bias in historical texts.
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Keyword:
and Multicultural Education; Applied Linguistics; bias; Bilingual; bilingual education; bilingualism; content-based instruction; ESL; history education; Liberal Studies; Linguistics; Literacy in English as a Second Language; Multilingual; Other Education; propaganda; Teaching English as a Second Language; Teaching English as a Second Language/Applied Linguistics (Literacy in English as a Second Language)
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URL: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=5239&context=etd
https://lib.dr.iastate.edu/etd/14232
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| 91 |
Reconstructing language policy in urban education : the Essen model of Förderunterricht
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| 92 |
Instructional Experiences and Schooling Factors of Long-Term English Learners
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In: LMU/LLS Theses and Dissertations (2014)
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| 93 |
L’hégémonie et les programmes d’éducation autochtone au Mexique et au Brésil (1940-1970)
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| 94 |
Don't cut off our tongues: Yolgnu voices in news and policymaking
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| 95 |
Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items ...
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| 96 |
Gaining Appreciation and Understanding for Writing in English in a Bilingual Class
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In: Journal of Multilingual Education Research (2014)
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| 97 |
Understanding the Language Choices of Novice Bilingual Teachers During Sheltered English Instruction
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In: Journal of Multilingual Education Research (2014)
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| 98 |
Journal of Multilingual Education Research-Volume 2
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In: Journal of Multilingual Education Research (2014)
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| 99 |
Letter to NYSABE Members and Colleagues
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In: Journal of Multilingual Education Research (2014)
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| 100 |
Journal of Multilingual Education Research
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In: Journal of Multilingual Education Research (2014)
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