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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 Hits 1 – 10 of 10 1 Test zur Erfassung der phonologischen Bewusstheit und der Bennunngsgeschwindigkeit (TEPHOBE) : Manual ; mit vier Testkarten, mit Audio-CD mit Testinstruktion Mayer, Andreas. - München [u.a.] : Reinhardt, 2016 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 2 Kinder sprechen über (ihre) Mehrsprachigkeit : theoretische Überlegungen und eine qualitative Studie zu Perspektiven mehrsprachig aufwachsender Grundschülerinnen und Grundschüler Groskreutz, Angela. - Frankfurt am Main : Peter Lang Edition, 2016 BLLDB UB Frankfurt Linguistik Show details 3 Nonverbal delivery in speaking assessment : from an argument to a rating scale formulation and validation Pan, Mingwei. - Singapore : Springer, 2016 BLLDB UB Frankfurt Linguistik Show details 4 Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay Hauck, Jan David. - : eScholarship, University of California, 2016 In: Hauck, Jan David. (2016). Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay. UCLA: Anthropology 0063. Retrieved from: http://www.escholarship.org/uc/item/7931r6fh (2016) BASE Show details 5 O conhecimento explícito da língua : a oração relativa na aula de Português e Latim Almeida, Ana Margarida Abreu de. - 2016 BASE Show details 6 Consciência fonológica e o desenvolvimento da leitura: um estudo de caso no segundo ano de escolaridade Coutinho, Ana Maria. - 2016 BASE Show details 7 Consciência fonológica na Língua de Sinais Brasileira (Libras) em crianças e adolescentes surdos com início da aquisição da primeira língua (Libras) precoce ou tardio Cruz, Carina Rebello. - 2016 BASE Show details 8 Sprachenbilder Dreo, Klara. - 2016 BASE Show details 9 The Within- and Cross-language Role of Syntactic Awareness in Reading Comprehension Among French Immersion Students Sohail, Juwairia. - 2016 BASE Show details 10 The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement Leinen, Amy. - 2016 Abstract: University of Minnesota Ph.D. dissertation. May 2016. Major: Educational Psychology. Advisor: Kristen McMaster. 1 computer file (PDF); xi, 206 pages. ; This study examined the effects of a phonics-based intervention on the reading outcomes of non-Spanish-speaking English Learners (ELs). Thirty-Six K-3, primarily Karen- and Hmong-speaking ELs were randomly assigned to receive a modified version of Kindergarten Peer-Assisted Learning Strategies (K-PALS; Fuchs et al., 2001b) combined with Incremental Rehearsal (IR; Tucker, 1989; treatment), 30 min per day for 27-36 sessions in small groups or to continue with business as usual (control). A between-subjects pre-/post-test design using five Formative Assessment System for Teachers™ (FAST; Christ et al., 2014) earlyReading and CBMReading subtests was implemented. Multivariate and univariate analyses of variances (MANOVAs and ANOVAs) on the fluency and error rate of participants indicated treatment students outperformed control students at post-test in letter-sound identification (p = .006) with a large effect size (g = .88) and had significantly fewer errors (p = .002) with a moderately-strong effect size (g = .69). There were no significant differences between the treatment and control group in consonant-vowel-constant, nonsense and sight words or passage reading fluency or error rate. Effect sizes were small to moderate (g = -.28-.45). Results suggest that modified K-PALS with IR may be an effective intervention to improve the letter-sound identification skills of non-Spanish-speaking ELs, but further research is needed to verify this claim. Keyword: English language learner; flashcard; intervention; Peer learning; phonemic awareness; reading instruction URL: http://hdl.handle.net/11299/185596 BASE Hide details

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