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Academic and cultural literacy for heritage speakers of Spanish: A case study of Latin@ students in California
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Colombi, MC. - : eScholarship, University of California, 2015
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Academic and cultural literacy for heritage speakers of Spanish: A case study of Latin@ students in California
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In: Colombi, MC. (2015). Academic and cultural literacy for heritage speakers of Spanish: A case study of Latin@ students in California. Linguistics and Education, 32, 5 - 15. doi:10.1016/j.linged.2015.05.006. UC Davis: Retrieved from: http://www.escholarship.org/uc/item/1rd2r67c (2015)
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Concept Formation: Object Attributes Dynamically Inhibited from Conscious Awareness
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In: Journal of Integrative Neuroscience (2015)
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Concept Formation: Object Attributes Dynamically Inhibited from Conscious Awareness
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In: Journal of Integrative Neuroscience (2015)
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Student Teachers’ Cognition about L2 Pronunciation Instruction: A Case Study
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In: Australian Journal of Teacher Education (2015)
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Integrated Education At Jazan University: Budding Hope For Employability ...
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Integrated Education At Jazan University: Budding Hope For Employability ...
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Το ίδιο θέλουμε να πούμε αν και διαφορετικά μιλούμε.» Εφαρμογή πολυγλωσσικού υλικού στο πολυπολιτισμικό νηπιαγωγείο ...
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Phonological Awareness, Phonemic Awareness, and Phonics; Vocabulary and Comprehension; Content Area Reading
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In: ETSU Faculty Works (2015)
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Language Learning and Teaching: Teaching for Language Awareness.
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La pertinença lingüística: el cas de les Illes Balears ; Linguistic belonging: the case of the Balearic Islands
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In: Treballs de Sociolingüística Catalana; Núm. 24 (2014): Les ideologies lingüístiques; 241-266 (2015)
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Anhang zur Dissertation: Schriftspracherwerb unter sprachlich erschwerten Bedingungen
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Hübner, Katrin. - : Humboldt-Universität zu Berlin, Philosophische Fakultät IV, 2015
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Anhang zur Dissertation: Schriftspracherwerb unter sprachlich erschwerten Bedingungen ...
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Hübner, Katrin. - : Humboldt-Universität zu Berlin, Philosophische Fakultät IV, 2015
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Abstract:
Bei Kindern mit Sprachentwicklungsstörungen (SES) zeigen sich häufig umfangreiche Schwierigkeiten im Erwerb der Schriftsprache, ganz besonders in den Jahrgangsstufen des fortgesetzten Schriftspracherwerbs. Durch die vorliegende diagnostische Untersuchung in Klasse 4 konnte eine Vielzahl von Schwierigkeiten sowohl in den metasprachlichen Fähigkeiten als auch in den Strategien des Rechtschreibens differenziert aufgedeckt werden. Aus der Analyse dieser Schwierigkeiten wurde deutlich, dass neben phonologischen Fähigkeiten auch der schnelle Zugriff auf das mentale Lexikon, der Einfluss des sprachlichen Arbeitsgedächtnisses und Aspekte des Zugriffs auf orthographisches Wissen gerade im Verlauf des weiteren Schriftspracherwerbs von hoher Bedeutung sind. Die Ergebnisse zeigen in der Konsequenz wie wichtig es ist, dass auch im höheren Grundschulalter individuelle und entwicklungsentsprechende Förderung angeboten wird, die bedarfsabhängig sowohl phonologische als auch orthographische Förderbedürfnisse berücksichtigt. ... : Children with developmental language disorders frequently have great difficulty acquiring a grasp of the written language, particularly in higher levels of advanced literacy development. The present diagnostic research reveals a multitude of varied problems in both meta-linguistic aptitudes and spelling skills at grade 4 level. From analyzing these difficulties it becomes readily apparent that not only phonological skills but rather the speed of access to the mental lexicon, the influence of the working memory for speech performance and aspects concerning the access to orthographic knowledge are of prime importance in advancing literacy. These results consequently demonstrate, just how important providing developmental support is even to those of late primary school age, when it is tailored to the individual, taking into consideration both phonological and orthographical needs for improvement. Set against a backdrop of changing administrative structures within schools in general, with a trend towards ...
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Keyword:
150 Psychologie; 370 Erziehung, Schul- und Bildungswesen; 400 Sprachwissenschaft, Linguistik; acquisition of literacy; auditive Lautdifferenzierung; aural discrimination; automatisierter Wortabruf; developmental language disorders; developmental support; diagnostic; Diagnostik; explizites Orthographiewissen; Förderung; language; Lautsprache; literacy; mental lexicon; mentales Lexikon; meta-language; meta-linguistic skills; Metasprache; metasprachliche Fähigkeiten; orthographic; orthographic differentiation; orthographic knowledge; orthographic speech processing; Orthographie; orthographische Sprachverarbeitung; orthographisches Differenzieren; phonological awareness; phonological recurring; Phonologie; phonologische Bewusstheit; phonologisches Rekodieren; phonology; rapid naming; Rechtschreibung; Schrift; Schriftsprache; Schriftspracherwerb; speech; speech processing system; spelling skills; Sprache; Sprachentwicklungsstörungen; sprachliches Arbeitsgedächtnis; working memory for speech performance; written language; zentrales Sprachverarbeitungssystem
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URL: https://dx.doi.org/10.18452/13609 https://edoc.hu-berlin.de/handle/18452/14261
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Teaching Honors Cross-Divisional & Active-Learning Courses: Terrorism & Torture from a Global Perspective
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In: Global Education Summit (2015)
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Linguistic and Cultural Gaps in Foreign Language Teaching
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2015)
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Exploring how Saudi families studying in the U.S. support their children's Arabic.
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Literacy Exposure in Public Preschools: The Effects on Language Acquisition
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In: Honors Theses and Capstones (2015)
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Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls
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In: LEARNING AND INSTRUCTION , 38 pp. 53-62. (2015) (2015)
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Preschool predictors of early literacy acquisition in German-speaking children
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Instructor interview for Place-Based WAC/WID writing instruction in Hawaiian Studies, clip 9 of 11
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