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Hits 1 – 20 of 49
1
Metalinguistic awareness and second language acquisition
Roehr-Brackin, Karen
. - London : Routledge, 2018
BLLDB
UB Frankfurt Linguistik
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2
Second language pragmatics : from theory to research
Taguchi, Naoko
;
Culpeper, Jonathan
;
Mackey, Alison
. - London : Routledge, 2018
BLLDB
UB Frankfurt Linguistik
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3
Potenziale von Herkunftssprachen : sprachliche und außersprachliche Einflussfaktoren
Brehmer, Bernhard
(Herausgeber);
Mehlhorn, Grit
(Herausgeber). - Tübingen : Stauffenburg Verlag, 2018
BLLDB
UB Frankfurt Linguistik
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4
Language awareness in multilingual classrooms in Europe : from theory to practice
Hélot, Christine
(Herausgeber);
Van Gorp, Koen
(Herausgeber);
Frijns, Carolien
(Herausgeber). - Berlin : De Gruyter Mouton, 2018
BLLDB
UB Frankfurt Linguistik
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5
Early word learning
Westermann, Gert
;
Mani, Nivedita
. - London : Routledge, 2018
MPI für Psycholinguistik
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6
Adquisición de rasgos gramaticales del español por hablantes adultos de ruso: identificando las áreas de dificultad dentro de una instrucción gramatical explícita : = Acquisition of Spanish grammatical features by adult speakers of Russian: identifying areas of difficulty within an explicit grammatical instruction
Batiukova, Olga
In:
Estudios de lingüística. - Alicante
32 (2018), 33-71
BLLDB
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7
The Impact of Language Input on Deaf and Hard-of-Hearing Preschool Children Who Use Listening and Spoken Language
Rufsvold, Ronda L.
. - 2018
BASE
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8
Étudier des numérations orales en classe : quels savoirs mathématiques et langagiers ?
Poisard, Caroline
;
Kervran, Martine
;
Surget, Elodie
...
In: Au fil des maths ; https://hal.archives-ouvertes.fr/hal-01870517 ; Au fil des maths, APMEP, 2018 (2018)
BASE
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9
1997-2017: Twenty Years of Innovation and Research about Awakening to Languages - Evlang Heritage
Candelier, Michel
;
Kervran, Martine
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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10
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 ...
Oakley, Joan
. - : Publisher unspecified, 2018
BASE
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11
Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About
Carson, Karyn
;
Bayetto, Anne
In: Australian Journal of Teacher Education (2018)
BASE
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12
Linguistic Diversity as Resource: A Multilevel Approach to Building Awareness in First-Year Writing Programs (and Beyond)
Lovejoy, Kim Brian
;
Fox, Steve
;
Weeden, Scott
In: Author (2018)
BASE
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13
Entwicklung eines Einschätzungstools für das Störungsbewusstsein bei Sprachentwicklungsstörungen ...
Scharbert, Miriam
. - : Universitätsbibliothek der Ludwig-Maximilians-Universität München, 2018
BASE
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14
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
Daskova, Martina
. - : Massey University, 2018
BASE
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15
Children's acquisition of Mandarin tones in context
Tang, Ping
. - : Sydney, Australia : Macquarie University, 2018
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16
Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages
Wendy Gonzales
;
Marie Tejero Hughes
In: Education Sciences ; Volume 8 ; Issue 4 (2018)
Abstract:
The growing diversity in schools in the United States resulting from the rising number of English learners (ELs) has put more pressure on both children and teachers. Teachers are faced with the challenge of meeting the educational needs of culturally and linguistically diverse (CLD) learners, including the unique needs of CLD children with academic delays or disabilities. As early as preschool, many ELs are performing academically lower than their monolingual peers in literacy, and the gap can be even greater for ELs identified as having a delay or disability. However, providing explicit phonological awareness interventions in the child&rsquo ; s native language may help improve English reading outcomes and mediate the negative effects on reading achievement attributed to limited English proficiency. This intervention study looked at how a phonologically based emergent literacy intervention provided in Spanish to four EL preschoolers affected their emergent literacy and phonological awareness outcomes in English and Spanish. All of the children increased their overall emergent literacy and phonological awareness skills in both English and Spanish. The findings indicated that all four children showed some increase in English phonological awareness skills in both syllable segmentation and letter sound knowledge, while sound isolation and sound segmentation demonstrated mixed results across participants.
Keyword:
early intervention
;
emergent literacy
;
English language learners
;
phonological awareness
;
Spanish
URL:
https://doi.org/10.3390/educsci8040175
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17
LINGÜÍSTICA DE CORPUS Y GRAMÁTICA INDUCTIVA: UNA APROXIMACIÓN
Inmaculada Martínez Martínez
In: Tonos Digital; NÚMERO 35 - JULIO 2018 (2018)
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18
"Try not to cry" - Memes, Männlichkeit und Emotionen: zur Entstehung von Affektstrukturen in digitalen Bildpraktiken
Oswald, Sascha
In: kommunikation @ gesellschaft ; 19 ; 29 ; Originalität und Viralität von (Internet-)Memes (2018)
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19
Language, culture and interculturality through narratives with learners of Spanish as a foreign language
Rodrigo-Mateu, Amparo
. - 2018
BASE
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20
Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
Snowling, M
;
Lervag, A
;
Nash, HM
. - 2018
BASE
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