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The dynamics of foreign language values in Sweden: a social history ; Dinamika vrednot tujih jezikov na Švedskem: socialna zgodovina
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In: CEPS Journal 12 (2022) 1, S. 125-146 (2022)
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The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
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Teachers' Perceptions of Cultural Contents in English Language Textbooks Used in Multicultural Classrooms at a Thai Primary School
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 227-241 ; Multicultural Lingual and Multicultural Education (2022)
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Rhyming in the context of the phonological awareness of pre-school children ; Rima v kontekstu fonološke ozaveščenosti predšolskih otrok
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In: CEPS Journal 11 (2021) 1, S. 115-138 (2021)
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Development of the Morphological Awareness Task for Singapore: a preregistration protocol ...
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Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
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Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study
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In: Doctoral Dissertations and Projects (2021)
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Improving Reading Comprehension in Arabic English Language Learners
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In: Culminating Experience Projects (2021)
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Effect of Bilingualism on Metalinguistic Awareness: A Meta-Analysis
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In: Embargoed Honors Theses, University of Nebraska-Lincoln (2021)
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| 10 |
Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern
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In: Valtin, Renate [Hrsg.]; Naegele, Ingrid [Hrsg.]: "Schreiben ist wichtig!". Grundlagen und Beispiele für kommunikatives Schreiben(lernen). 4. Auflage. Frankfurt a.M. : Arbeitskreis Grundschule e.V. 1994, S. 23-53. - (Beiträge zur Reform der Grundschule; 67/68) (2020)
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| 11 |
"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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Sprachbetrachtung im Literaturunterricht? Integration von sprachlichem und literarischem Lernen in der Sekundarstufe II. Eine kritisch-systematische Untersuchung
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Landgraf, Thomas. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 282 S. - (Didaktik der deutschen Sprache und Literatur; 3) - (Bern, Universität, Dissertation, 2019) (2020)
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| 13 |
Zur Rekonstruktion der Verständigung im fremdsprachlichen Klassenzimmer - Methodologische Grundlagen, blinde Flecken und empirische Herausforderungen
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In: Jahrbuch Dokumentarische Methode. Heft 2-3/2020 ; 2-3/2020 ; JDM - Jahrbuch Dokumentarische Methode ; 433-452 (2020)
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| 14 |
Improving Students’ Awareness of Functional Literacy
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In: English Language Teaching Educational Journal, Vol 2, Iss 2, Pp 79-89 (2020) (2020)
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Metalinguistic Awareness of Multilingual First Graders: An Exploratory Study
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In: English Language Teaching Educational Journal, Vol 2, Iss 3, Pp 102-111 (2020) (2020)
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| 16 |
Diagnose von Sprachbewusstheit und Bildungssprache in der Lehrerinnen- und Lehrerausbildung ; Evaluation of subject-related language awareness as a diagnostic task in teacher education
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In: Beiträge zur Lehrerinnen- und Lehrerbildung 37 (2019) 1, S. 69-82 (2019)
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| 17 |
From grammar to reading ; A study on referential dependencies
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| 18 |
Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities
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In: Exceptionality Education International (2018)
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Abstract:
Reading in Arabic is a vital skill for academic success and progress in the United Arab Emirates (UAE) elementary schools and beyond. However, there is substantial evidence to suggest that a significant number of UAE children in lower elementary grades experience difficulties in reading school-related materials. Research in reading has clearly documented that the lack of phonological awareness skills is a major contributor to reading difficulties. The aims of the present study were to (a) identify phonological awareness deficits among UAE’s struggling first-grade readers, (b) provide intervention in the area of phonological awareness deficits through direct training, (c) determine whether phonological awareness direct training significantly increases phonological awareness abilities, and (d) determine the effect of gender on the reading intervention. The results of this study indicate that a direct training intervention program in the UAE positively impacted struggling first-grade readers’ phonological awareness abilities.
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Keyword:
Education; Elementary Education; Keywords: phonological awareness; Language and Literacy Education; reading; struggling readers; UAE
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URL: https://ir.lib.uwo.ca/eei/vol27/iss2/6
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| 19 |
Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445 (2017)
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| 20 |
Sociolinguistic Awareness: How Student-Teaching Abroad Raises Awareness About the Importance of Language
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In: Middle Grades & Secondary Education Faculty Presentations (2017)
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