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Morphology and spelling in French students with dyslexia: the case of silent final letters
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In: ISSN: 0736-9387 ; EISSN: 1934-7243 ; Annals of Dyslexia ; https://hal.archives-ouvertes.fr/hal-01954006 ; Annals of Dyslexia, Springer Verlag, 2017, 67 (1), pp.85-98. ⟨10.1007/s11881-016-0133-3⟩ (2017)
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How specialized are writing-specific brain regions? An fMRI study of writing, drawing and oral spelling
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In: ISSN: 0010-9452 ; Cortex ; https://hal.archives-ouvertes.fr/hal-01473913 ; Cortex, Elsevier, 2017, 88, pp.66-80. ⟨10.1016/j.cortex.2016.11.018⟩ (2017)
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The impact of developmental dyslexia and dysgraphia on movement production during word writing
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In: ISSN: 0264-3294 ; EISSN: 1464-0627 ; Cognitive Neuropsychology ; https://hal.archives-ouvertes.fr/hal-01927125 ; Cognitive Neuropsychology, Taylor & Francis (Routledge), 2017, Developmental Dysgraphia, 34 (3-4), pp.219 - 251. ⟨10.1080/02643294.2017.1389706⟩ (2017)
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| 7 |
ПРОБЛЕМЫ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ СТУДЕНТОВ ИЗ УЗБЕКИСТАНА
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МЕЛЬНИКОВА АРИНА ЮРЬЕВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Южно-Уральский государственный гуманитарно-педагогический университет», 2017
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ФОРМИРОВАНИЕ СЛОВАРНО-ОРФОГРАФИЧЕСКОЙ ЗОРКОСТИ УЧАЩИХСЯ НА УРОКАХ РУССКОГО ЯЗЫКА В НАЧАЛЬНОЙ ШКОЛЕ
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Situations of illiteracy and writing difficulties in Normandy : the spelling’s case ; Situations d'illettrisme et difficultés à l'écrit en Haute-Normandie : le cas de l'orthographe
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In: https://tel.archives-ouvertes.fr/tel-01738163 ; Linguistique. Normandie Université, 2017. Français. ⟨NNT : 2017NORMR084⟩ (2017)
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Grammatical gender, gender, and discourse genres: about .e ; Genre grammatical, genre sexuel et genre de discours : à propos du .e
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In: ISSN: 0765-4944 ; EISSN: 2111-5044 ; Les cahiers de praxématique ; https://hal-normandie-univ.archives-ouvertes.fr/hal-03241533 ; Les cahiers de praxématique, Montpellier : Presses universitaires de la Méditerranée, 2006-, 2017, Les genres de discours (ré)inventent-ils des formes linguistiques ?, [17 p.]. ⟨10.4000/praxematique.4658⟩ (2017)
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| 12 |
Automatically generated spelling correction corpus for Czech (Czech-SEC-AG)
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Word Recognition in High and Low Skill Spellers: Context effects on Lexical Ambiguity Resolution
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1493035902158255 (2017)
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K.K.音標補救教學 ; K. K. Phonetic Symbols Remedial Program
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Abstract:
教育部自2005年起，針對小學三年級學生實施英語教學，多年的英語教學卻未能全面提升學生的英語能力。目前仍然有部分國中學生無法正確地拼讀英文單字，而導致識字的困難，進而影響英語學習表現。本研究旨在探究K.K.音標補救教學能否提升低成就學生的拼讀能力，改善其拼讀技巧以及建立英語學習信心。本研究以屏東縣光春國中六位八年級學生為研究對象，利用K.K.音標進行為期六週，十二堂課的補救教學。透過行動研究，了解學習者在學習過程中面臨的困難以及運用不同的教學策略協助解決學習問題。此外，研究者更利用每日午休時間督促學習者複習發音知識，熟練拼讀技巧。依據兩項測驗，教師日誌，觀察者日誌，問卷及訪談資料進行質量分析與討論。主要發現如下：一、K.K.音標補救教學有助於提升英語低成就者的拼讀能力。二、K.K.音標補救教學改善英語低成就者的拼讀技巧。三、K.K.音標補救教學增進英語低成就者英語學習的信心。依據以上的研究結果，建議國中英語教師透過K.K.音標補救教學增進英語低成就學習者的拼讀能力，改善其拼讀方式以利提升英語學習信心與成效。 ; This study aimed at helping low achievers acquire the basic skill of pronunciation, improve their strategies of spelling and reading, and build their confidence in learning English. Action research was adopted as the method in the study. The participants were six eighth graders recruited from Kuang Chun Junior High School in Chao Zhou Township. In addition, they received a 12-session K.K. phonetic symbols instruction in six weeks. Data collected from Test 1, Test 2, researcher reflection log, observer’s log, questionnaires, and interviews were discussed and analyzed. The findings were as follows:1. The K. K. phonetic symbols remedial program helped low achievers enhance their spelling and reading competence.2. The K. K. phonetic symbols remedial program helped low achievers change their strategies of spelling and reading.3. The K. K. phonetic symbols remedial program helped low achievers acquire a positive attitude to learn English. Based on the results of the study, the pedagogical implications and suggestions for English teachers and further studies were provided.
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Keyword:
k.k. phonetic symbols;remedial program;spelling and reading competence; k.k.音標;補救教學;拼讀能力
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URL: http://140.127.82.166/bitstream/987654321/18629/1/105NPTU0238002-001.pdf
http://140.127.82.166/handle/987654321/18629
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| 15 |
Schreiben mit der (An-)Laut-Tabelle - auch für mehrsprachige Kinder?
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In: Grundschule aktuell : Zeitschrift des Grundschulverbandes (2017) 137, S. 9-13 (2017)
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PEACE: prova de escrita para avaliação e análise de competências de escrita - contributos para o desenvolvimento da primeira versão do instrumento
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| 17 |
Орфографія Лінгвістичних Термінів У Працях Юрія Шевельова ...
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Орфографія Лінгвістичних Термінів У Працях Юрія Шевельова ...
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Schreiben mit der (An-)Laut-Tabelle - auch für mehrsprachige Kinder? ...
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Orthographic Skills in English Language Learners and Students with Learning Disabilities ...
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