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Validation of a Scale to Measure Phonological and Morphological Knowledge and Skill of Speech-Language Pathologists and Elementary Teachers
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In: Dissertations (2019)
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| 22 |
Motivation and Gesture in Foreign and Second Language Development: A Sociocultural Study of Chinese Learners of English
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2019)
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| 23 |
La conciencia lingüística del autor andaluz Francisco Delicado
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| 24 |
Мультикультуралізм і питання мовно- культурної ідентичності ; МУЛЬТИКУЛЬТУРАЛИЗМ И ВОПРОС ЯЗЫКОВО-КУЛЬТУРНОЙ ИДЕНТИЧНОСТИ ; MULTICULTURALISM: LANGUAGE AND CULTURE IDENTITY PROBLEM
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In: Культура і мистецтво у сучасному світі; № 20 (2019); 21-29 ; CULTURE AND ARTS IN THE MODERN WORLD; № 20 (2019); 21-29 ; Культура и искусство в современном мире; № 20 (2019); 21-29 ; 2616-423X ; 2410-1915 (2019)
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| 25 |
Análise de oportunidades de desenvolvimento de consciência de abertura de vogais orais do português brasileiro em cinco manuais de português língua estrangeira
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In: Linguagens & Cidadania; Linguagens & Cidadania, v. 20, número especial, jan./dez., 2018 ; 2674-6921 ; 1516-8492 (2019)
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| 26 |
O impacto de competências linguísticas e variáveis sociodemográficas na precisão e fluência de leitura em alunos do 1º ciclo do ensino básico
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| 27 |
Metalinguagem como tecnologia cognitiva em textos de divulgação científica ; Metalanguage as cognitive technology in texts of scientific diffusion
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Silva, Carlos Eduardo da. - : Universidade Tecnológica Federal do Paraná, 2019. : Curitiba, 2019. : Brasil, 2019. : Programa de Pós-Graduação em Estudos de Linguagens, 2019. : UTFPR, 2019
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| 28 |
Reading the Linguistic Landscape: Fostering Newcomer Children's Language Awareness and Identity Positioning
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| 29 |
The Direct and Indirect Effects of Syntactic Awareness on French Reading Comprehension in French Immersion Students
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| 30 |
Phonological awareness and alphabet knowledge in the acquisition of literacy skills
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Abstract:
The nature of the relationship between phonological awareness and the acquisition of literacy was investigated in a longitudinal study of 29 children during their first two years at school. At the beginning of the study, when all children were nonreaders, syllable awareness was the strongest predictor of later word reading and spelling. During the first year, correlations from rhyme or alliteration awareness to later literacy were significant over intervals of two or three months. Correlations in the other direction, that is, from literacy to later rhyme or alliteration awareness were also significant over these periods. These results support the notion that early awareness of syllables, rhyme, and alliteration has a small facilitative effect on the first months of learning to read and spell, after which time a reciprocal relationship develops. Children were unable to score on both measures of phoneme awareness until after they could read a number of words. From half way through the first year, significant correlations were often found from phoneme awareness to later literacy. Correlations in the other direction, that is, from literacy to later phoneme awareness, were also significant. These results are consistent with phoneme awareness initially being a consequence of learning to read and write, and then having a reciprocal relationship with literacy. Controlling for verbal ability or phonological memory made little difference to the size of the correlations between measures of phonological awareness and literacy. Controlling for letter knowledge, however, often resulted in substantial reductions in the size of the correlations. Letter knowledge was frequently a strong predictor of later literacy. It is argued that letter knowledge has a central role in the development of literacy skills and in the relationship between phonological awareness and literacy.
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Keyword:
English language Acquisition; English language Alphabet; English language Phonology; Language arts (Elementary); Language awareness in children
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URL: https://hdl.handle.net/10289/12776
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| 31 |
Language and cultural awareness of a non-native ESP teacher
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In: Integration of Education (2019)
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| 33 |
Das Potenzial sprachlicher Heterogenität im Literaturunterricht
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| 34 |
Strategies for multilingual cooperative writing in the German as a second language classroom
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| 35 |
Effets d’un dispositif plurilingue d’enseignement de l’orthographe grammaticale française sur les apprentissages d’élèves du secondaire en milieu pluriethnique et plurilingue
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| 36 |
Efeitos de intervenções em letramento emergente: uma revisão bibliográfica na base SciELO ; Effects of emergent literacy interventions: a literature review in the Scielo database
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| 37 |
L'ús de la gestualitat en el desenvolupament de la consciència morfològica dels aprenents de l'anglès com a llengua estrangera
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| 38 |
Reading development in children with cochlear implants who communicate via spoken language: A psycholinguistic investigation
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| 39 |
Kindergartners’ morphological awareness, its instruction and guidance in the Indonesian context
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 1, Pp 138-147 (2019) (2019)
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| 40 |
Phonology-based reading instruction to improve dyslexic students’ early reading ability
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 2, Pp 443-462 (2019) (2019)
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