| 21 |
Lexikalische Interferenzen zwischen Deutsch und Chinesisch. Eine didaktische Reflexion in Bezug auf das lexikalische Lernen im chinesischen Deutschunterricht.
|
|
Wang; Albert; Jiayi. - : Philipps-Universität Marburg, 2017. : Germanistik und Kunstwissenschaften, 2017
|
|
BASE
|
|
Show details
|
|
|
| 22 |
Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses
|
|
|
|
In: Reading and Writing , 30 (4) pp. 771-790. (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 23 |
Facilitators of the learning process of writing in early ages ; Facilitadores del proceso de aprendizaje de la escritura en las primeras edades
|
|
|
|
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.
|
|
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
|
|
URL: http://hdl.handle.net/10045/61599
https://doi.org/10.6018/analesps.33.1.229611
|
|
BASE
|
|
Hide details
|
|
|
| 24 |
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
|
|
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
|
|
BASE
|
|
Show details
|
|
|
| 25 |
Critical Language Awareness
|
|
|
|
In: Education Publications (2017)
|
|
BASE
|
|
Show details
|
|
|
| 26 |
Morphological Awareness: Why It Makes Sense!
|
|
|
|
In: Communication Sciences and Disorders Presentations (2017)
|
|
BASE
|
|
Show details
|
|
|
| 27 |
Language Awareness and Multilingualism: A Historical Overview
|
|
|
|
BASE
|
|
Show details
|
|
|
| 28 |
The Effects of Fast ForWord Language on the Phonemic Awareness and Reading Skills of School-Age Children With Language Impairments and Poor Reading Skills
|
|
|
|
BASE
|
|
Show details
|
|
|
| 29 |
Reflections of Brazilian English language teacher educators: a discourse analysis of introspective and collaborative approaches to professional awareness
|
|
|
|
BASE
|
|
Show details
|
|
|
| 30 |
Conciencia sociolingüística e hispanismos en un corpus de novela rosa inglesa ; Sociolinguistic awareness and Hispanicisms in a corpus of English popular romance fiction novels
|
|
|
|
In: Pragmática Sociocultural [ISSN 2194-8305], v. 5 (2), p. 125-149 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 31 |
Conciencia sociolingüística e hispanismos en un corpus de novela rosa inglesa ; Sociolinguistic awareness and Hispanicisms in a corpus of English popular romance fiction novels
|
|
|
|
In: Pragmática Sociocultural [ISSN 2194-8305], v. 5 (2), p. 125-149 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 32 |
Development of a tool to screen risk of literacy delays in French-speaking children: PHOPHLO
|
|
|
|
BASE
|
|
Show details
|
|
|
| 33 |
Desarrollo de la conciencia fonológica en el aula de primero de Educación Infantil: efectos de la sistematicidad de la aplicación del programa LOLE
|
|
|
|
BASE
|
|
Show details
|
|
|
| 34 |
Critical Language Awareness in an ELL Urban Language Classroom: Transforming a Latina Teacher’s Language Ideology
|
|
|
|
In: Doctoral Dissertations (2017)
|
|
BASE
|
|
Show details
|
|
|
| 35 |
LITERATURE AS MEDIA FOR DEVELOPING LANGUAGE COMPETENCE AND BUILDING SOCIAL AWARENESS
|
|
|
|
In: LET: Linguistics, Literature and English Teaching Journal, Vol 3, Iss 1, Pp 1-10 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 36 |
THE EFFECTS OF PRAGMATIC INSTRUCTION ON THE PRAGMATIC AWARENESS AND PRODUCTION OF KOREAN UNIVERSITY STUDENTS
|
|
|
|
In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 2, Pp 371-380 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 37 |
TEACHERS’ AWARENESS OF THE BENEFITS OF CONTINUING PROFESSIONAL DEVELOPMENT
|
|
|
|
In: Studies in Linguistics, Culture, and FLT, Vol 2, Pp 205-218 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 38 |
Do all students understand the same message? High school teachers' use of non-literal expressions
|
|
|
|
BASE
|
|
Show details
|
|
|
| 39 |
AN INVESTIGATION INTO THE GAP BETWEEN KOREAN UNIVERSITY STUDENTS’ GRAMMATICAL AWARENESS AND PERCEPTION
|
|
|
|
In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 117-126 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 40 |
"Kreyòl Pale, Kreyòl Konprann": Haitian Identity and Creole Mother Tongue Learning in Maténwa, Haiti
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
