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Questions that poses multilingual teaching in Lebanon practices and representations ; Questions que pose une didactique plurilingue au Liban, pratiques et représentations
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In: https://tel.archives-ouvertes.fr/tel-01774862 ; Linguistique. Université Sorbonne Paris Cité, 2017. Français. ⟨NNT : 2017USPCA040⟩ (2017)
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Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445 (2017)
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From Idea Readiness to Formation of Language and Speech Action (on the Cognitive Constituent of the Action) ...
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Investigating Transformative Practices In The Bangladeshi Classroom ...
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Investigating Transformative Practices In The Bangladeshi Classroom ...
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Consciência fonológica e aprendizagem da leitura: Mais uma versão da velha questão da galinha e do ovo
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Γλωσσική και πολιτισμική αφύπνιση: μια προσέγγιση για την ανάπτυξη της πολυγλωσσικής και διαπολιτισμικής δεξιότητας σε παιδιά προσχολικής ηλικίας στην Ελλάδα ...
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Sentence comprehension in monolingual and bilingual aphasia: evidence from behavioral and eye-tracking methods
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| 9 |
Sociolinguistic Awareness: How Student-Teaching Abroad Raises Awareness About the Importance of Language
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In: Middle Grades & Secondary Education Faculty Presentations (2017)
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Language Awareness and Multilingualism: A Historical Overview ...
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SECOND LANGUAGE READING INTERVENTIONS AND SOCIO-ECONOMIC STATUS: A REVIEW OF THE LITERATURE
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| 12 |
Difficulties in Adaptation of Religious Terminology on Requirements of Teaching
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In: International Letters of Social and Humanistic Sciences ; 2 ; 61-66 (2017)
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| 13 |
Supporting Phonemic Awareness in a Montessori Children’s House
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In: Masters of Arts in Education Action Research Papers (2017)
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| 14 |
Lexikalische Interferenzen zwischen Deutsch und Chinesisch. Eine didaktische Reflexion in Bezug auf das lexikalische Lernen im chinesischen Deutschunterricht.
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Wang; Albert; Jiayi. - : Philipps-Universität Marburg, 2017. : Germanistik und Kunstwissenschaften, 2017
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| 15 |
Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses
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In: Reading and Writing , 30 (4) pp. 771-790. (2017) (2017)
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Facilitators of the learning process of writing in early ages ; Facilitadores del proceso de aprendizaje de la escritura en las primeras edades
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Abstract:
The study of learning to write at an early age has been the subject of much research in recent years. We now know that in languages of alphabetic writing like ours, learning to write requires both alphabetical knowledge and the awareness of the phonological structure of speech, with the development of spoken language a necessary skill for learning written language. However, few studies have been conducted in order to under-stand the link between these skills and the initial learning to write. The purpose of this study was to examine whether programs that integrate the promotion of oral language along with the development of phonological processing skills and alphabetical knowledge favour effectiveness of the written learning process. A quasi-experimental comparison group design with pre-test and post-test measures was used. The study involved 403 students from different public and private schools aged between 5 and 6. The results weigh the potential value of the program and support the development of teaching models that provide access to alphabetic knowledge from new educational perspectives that facilitate the learning of the writing sys-tem. ; El estudio del aprendizaje de la escritura en las primeras edades ha sido objeto de numerosas investigaciones en los últimos años. Actual-mente se sabe que en las lenguas de escritura alfabética como la nuestra, aprender a escribir requiere tanto del conocimiento alfabético como de la toma de conciencia de la estructura fonológica del habla, siendo el desarrollo del lenguaje oral una habilidad necesaria para el aprendizaje de la lengua escrita. Sin embargo, son escasos los trabajos que se han realizado con la finalidad de conocer las vinculaciones existentes entre estas habilidades y el aprendizaje inicial de la escritura. El propósito de este trabajo fue analizar si con programas que integren el fomento del lenguaje oral junto con el desarrollo de las habilidades de procesamiento fonológico y el conocimiento alfabético se favorece la eficacia del proceso de aprendizaje de la escritura. Se empleó un diseño cuasi-experimental de comparación entre grupos con medidas pretest y postest. En el estudio participaron 403 alumnos de diferentes centros públicos y concertados con edades comprendidas entre los 5 y los 6 años. Los resultados ponderan el valor potencial del programa y apoyan el desarrollo de modelos de enseñanza que facilitan el acceso al conocimiento alfabético desde nuevas perspectivas educativas en cuanto que se favorece el aprendizaje del sistema de la escritura.
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Keyword:
Alphabet knowledge; Aprendizaje de la escritura; Conciencia fonológica; Conocimiento alfabético; Escritura; Learning to writing; Lenguaje oral; Oral language; Phonological awareness; Psicología Evolutiva y de la Educación; Writing
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URL: http://hdl.handle.net/10045/61599
https://doi.org/10.6018/analesps.33.1.229611
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A contribuição das habilidades de letramento emergente para as competências iniciais de leitura e escrita ; The contribution of emergent literacy skills to early reading and writing performance
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Castro, Danielle Andrade Silva de. - : Biblioteca Digital de Teses e Dissertações da USP, 2017. : Universidade de São Paulo, 2017. : Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, 2017
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| 18 |
Critical Language Awareness
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In: Education Publications (2017)
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Morphological Awareness: Why It Makes Sense!
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In: Communication Sciences and Disorders Presentations (2017)
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Language Awareness and Multilingualism: A Historical Overview
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