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Evaluation des Dialogischen Lesens unter Berücksichtigung der Durchführungsqualität ; Evaluation of dialogic reading regarding its treatment validity
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Hartung, Nils. - : Justus-Liebig-Universität Gießen, 2015. : FB 06 - Psychologie und Sportwissenschaft. Psychologie, 2015
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| 42 |
Preschool Children`s Early Spelling and Writing
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Abstract:
Abstract This dissertation work was motivated by an attempt to better understand preschool children's early spelling and writing. Much of the literature focuses on reading, and yet spelling and writing provide a functionally meaningful context for children to use their growing knowledge of print and their ability to analyze language into sound to recode speech to print. The primary goals of the three studies that make up this thesis were: (1) to identify the component skills that predict preschool children's early word spelling and name writing (Study 1 found in Chapter 2), (2) to identify group differences in bilingual preschool children's early literacy and spelling ability relative to monolingual children (Study 2 found in Chapter 3), and (3) to investigate the efficacy of professional development to support preschool educators' ability to engage preschool children in talk related to print and phonological awareness (Study 3 found in Chapter 4). The findings of this dissertation both corroborate and add to the early spelling literature. Word spelling involves a distinct role of phonological awareness (blending), while name writing does not. This suggests that spelling involves recoding sound to print while name writing may make use of an orthographic form acquired through repeated exposure to seeing one's name in print. Further, bilingual children demonstrated distinct profiles in emergent literacy skills relative to a group of monolingual children depending on parent report of the amount of time they heard or spoke a minority language at home. Finally, coaching by a speech language pathologist as part of an emergent literacy professional development program enhanced preschool educators' use of interactions related to phonological awareness and the children's engagement in talk related to this predictor of early literacy ability. The thesis concludes with a discussion of the limitations of the studies as well as future directions for research (Chapter 5). ; Ph.D.
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Keyword:
0518; educator; English as a Second Language; phonological awareness; preschool; spelling
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URL: http://hdl.handle.net/1807/69419
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| 43 |
Teachers and students developing critical language awareness through an exploration of everyday language practices
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| 44 |
Children’s willingness to accept labels in two languages: the role of exposure
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| 45 |
L’évolution des représentations sur les langues d’élèves plurilingues du 3e cycle du primaire lors de l’implantation d’un projet d’Éveil aux langues
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| 46 |
Desenvolvimento e aplicação do jogo interativo "Viagem ao mundo das sílabas": um contributo para a intervenção no âmbito da consciência fonológica
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| 47 |
Student Oral Proficiency in Grade Three Spanish Immersion: Linguistic Diversity, Student Interaction and Differentiated Scaffolding
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| 48 |
Analysis of Awareness of Translators' Gender In the context of Black Feminism - A Case Study of Two Chinese Versions of The Color Purple
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Zhang, Ke. - : The University of Queensland, School of Languages and Cultures, 2015
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| 49 |
The Role of Metalinguistic Awareness in Multilingual Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 57-59 (2015) (2015)
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| 50 |
Authenticating ‘Cover to Cover’ Reader Series vis-à-vis Cultural Norms for the Iranian community
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In: Journal of Applied Linguistics, Vol 8, Iss 17, Pp 166-191 (2015) (2015)
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| 51 |
Self-Assessment among Young Learners of English
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In: Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, Vol 1, Iss 2, Pp 101-118 (2015) (2015)
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| 52 |
SELF-ASSESSMENT AMONG YOUNG LEARNERS OF ENGLISH
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In: Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, Vol 1, Iss 2, Pp 101-118 (2015) (2015)
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| 53 |
Quand l’arabe « libanais » entre en classe (2010 à 2012)
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In: Voix Plurielles; Vol 12 No 1 (2015); 339-358 ; Voix Plurielles; Vol. 12 No 1 (2015); 339-358 ; 1925-0614 (2015)
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| 54 |
Quantas sílabas tem “cháv(e)na”? Sobre o impacto dos apagamentos vocálicos na segmentação silábica de crianças no ensino pré-escolar
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In: Linguística : Revista de Estudos Linguísticos da Universidade do Porto, Vol 10, Pp 31-58 (2015) (2015)
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| 55 |
Pragmatic awareness of conversational implicatures and the usefulness of explicit instruction
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 19 (2015) (2015)
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