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The Impact of Language Input on Deaf and Hard-of-Hearing Preschool Children Who Use Listening and Spoken Language
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Étudier des numérations orales en classe : quels savoirs mathématiques et langagiers ?
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In: Au fil des maths ; https://hal.archives-ouvertes.fr/hal-01870517 ; Au fil des maths, APMEP, 2018 (2018)
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1997-2017: Twenty Years of Innovation and Research about Awakening to Languages - Evlang Heritage
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In: ISSN: 2379-7363 ; International Journal of Bias, Identity and Diversities in Education ; https://hal.archives-ouvertes.fr/hal-02428000 ; International Journal of Bias, Identity and Diversities in Education, 2018, 3 (1), pp.10-21. ⟨10.4018/IJBIDE.2018010102⟩ (2018)
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Coming from different directions: A comparison of the eye movements of English L1 and Arabic L1 speakers reading in English and the implementation of an intensive reading intervention programme ...
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Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About
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In: Australian Journal of Teacher Education (2018)
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Linguistic Diversity as Resource: A Multilevel Approach to Building Awareness in First-Year Writing Programs (and Beyond)
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In: Author (2018)
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Entwicklung eines Einschätzungstools für das Störungsbewusstsein bei Sprachentwicklungsstörungen ...
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Scharbert, Miriam. - : Universitätsbibliothek der Ludwig-Maximilians-Universität München, 2018
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Language switching in aviation : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Aviation at Massey University, Manawatū, New Zealand
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Children's acquisition of Mandarin tones in context
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Tang, Ping. - : Sydney, Australia : Macquarie University, 2018
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Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages
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In: Education Sciences ; Volume 8 ; Issue 4 (2018)
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LINGÜÍSTICA DE CORPUS Y GRAMÁTICA INDUCTIVA: UNA APROXIMACIÓN
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In: Tonos Digital; NÚMERO 35 - JULIO 2018 (2018)
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"Try not to cry" - Memes, Männlichkeit und Emotionen: zur Entstehung von Affektstrukturen in digitalen Bildpraktiken
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In: kommunikation @ gesellschaft ; 19 ; 29 ; Originalität und Viralität von (Internet-)Memes (2018)
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Language, culture and interculturality through narratives with learners of Spanish as a foreign language
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Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
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Variação linguística e ensino de português, língua não materna: o caso dos pronomes átonos
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Costa, Ana Luísa. - : Insttuto Politécnico de Setúbal, Escola Superior de Educação, 2018
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Consciência fonológica em crianças com perturbações de linguagem: atraso no desenvolvimento da linguagem e perturbação específica do desenvolvimento da linguagem
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Abstract:
A presente dissertação tem como principais objectivos verificar se o programa de treino fonológico com incidência nas unidades silábicas criado por Silva (2003) é eficaz no desenvolvimento da consciência silábica de crianças com perturbações de linguagem, nomeadamente, Atraso no desenvolvimento da Linguagem (ADL) e Perturbação Específica no Desenvolvimento da Linguagem (PEDL) e descrever as interacções desenvolvidas entre o experimentador e as crianças durante as sessões do programa Fonológico de forma a compreender o padrão comportamental manifestado pelas mesmas. Foram seleccionados oito participantes entre os 54 meses e os 72 meses de idade com perturbações de linguagem, quatro com ADL e quatro com PEDL. Estas crianças foram sujeitas a uma avaliação da consciência fonológica através da Bateria de Provas Fonológicas, onde foram diagnosticadas com perturbações ao nível da consciência fonológica. As crianças com perturbações de linguagem foram sujeitas à intervenção do programa Silva (2003) de forma a verificar os seus efeitos. Terminada a intervenção, realizou-se uma reavaliação dos níveis de consciência fonológica a cada caso estudado, de forma a verificar se os efeitos do programa utilizado foram benéficos para as crianças em estudo e se existe uma correlação entre as perturbações da linguagem e o desenvolvimento da consciência silábica. Os participantes não evoluíram em nenhuma das tarefas fonológicas testadas excepto ao nível da análise silábica, não se verificando nenhuma correlação significativa nesta tarefa em ambos os grupos. Os resultados indicam que o programa só foi eficaz para o desenvolvimento de uma competência fonológica que já estava adquirida embora com fraco desempenho. O padrão comportamental manifestado entre as crianças com ADL e PEDL foi muito semelhante. Desta forma, foi proposto um programa de intervenção de consciência fonológica para crianças com perturbações de linguagem, ADL e PEDL. Este programa tem como objectivo promover a consciência da palavra, as rimas e a consciência das sílabas. De forma a conseguir total colaboração e entusiasmo por parte das crianças, propõe-se um programa constituído por diferentes jogos de carácter lúdico que impliquem uma maior interacção entre o experimentador e a criança. ; The present dissertation has for main purpose to verify whether the phonological training program created by Silva (2003), which focuses on syllabic units, is effective regarding the development of syllabic awareness in children with language problems, such as the delayed development of language (ADL) and specific language development disorders (PEDL), as well as to describe the interaction between the experimenter and the children involved in the phonological program so as to understand the behavioral pattern manifested therein. Eight participants with language problems were selected with ages between 54 and 72 months old; four with ADL and four with PEDL. These children were subject to a phonological awareness evaluation through the phonological battery tests and were diagnosed with phonological awareness problems. The children with the language problems were placed under the program Silva (2003) in order to verify its results. Once the intervention was over a reevaluation of the phonological awareness levels was performed in each of the studied cases in order to check if the program was beneficial for the children and if there is a correlation between development disturbances of language and Syllabic Awareness. The participants did not evolve in any of the phonological tasks that were tested except what concerned syllabic analysis; statically significant differences were observed in both groups. The results show that the program contributed only to the development of a single phonological ability that had already been acquired although with poor performance. The behavioral pattern manifested among the children with ADL and PEDL was noticeably similar. Thus, it was proposed an intervention program of phonological awareness for children with language problems, ADL and PEDL. This program aims to promote word, rime and syllabic awareness. To achieve total collaboration and enthusiasm from the children it was proposed a program consisting of different enjoyable games involving a greater interaction between the experimenter and the child.
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Keyword:
Atraso no Desenvolvimento da Linguagem; Consciência Fonológica e Consciência Silábica; Delay in Language Development; Perturbação Específica do Desenvolvimento da Linguagem; Phonological Awareness end Syllabic Awareness; Specific Language Development Disturbances
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URL: http://hdl.handle.net/10400.26/21692
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Metaphorical competence in multilingual context of language acquisition and learning
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Teacher Attitudes to Language in University Bilingual Education ; Actitudes de los docentes hacia el papel de la lengua en la educación bilingüe en la universidad
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Habilidades favorecedoras del aprendizaje de la lectura en alumnos de 5 y 6 años ; Favoring skills of learning to read in 5 and 6 years students
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Gutiérrez-Fresneda, Raúl. - : Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje, 2018
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Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context
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