21 |
Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals ...
|
|
|
|
BASE
|
|
Show details
|
|
22 |
Exploring the Pronunciation Awareness Continuum through Self-Reflection in the L2 French Learning Process
|
|
|
|
In: Languages ; Volume 6 ; Issue 4 (2021)
|
|
BASE
|
|
Show details
|
|
23 |
Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study
|
|
|
|
In: Doctoral Dissertations and Projects (2021)
|
|
Abstract:
The purpose of this embedded, explanatory multiple case study was to explain how internal and external factors shape the instructional spelling practices of third and fourth grade educators in Delaware. Internal factors were personal characteristics, such as content knowledge and pedagogy, that have been developed by past experiences and trainings. External factors were environmental and behavioral elements that vary between schools. The theory guiding this study was the social cognitive theory as it provided a theoretical framework that helped to explain influencers behind teacher choices. As an embedded case study, the main units of analysis were the schools (N = 3) and the sub-units of analysis were the educators (n = 16). Purposeful sampling from schools in Delaware helped to ensure maximum variation. Each of the two public schools included teachers (n = 4), a principal (n = 1), and literacy expert (n = 1). The private school included two teachers, one principal, and one literacy expert. Data collection involved surveys, classroom observations, lesson plans, interviews, and curriculum reviews. Thematic analysis was used to help code and identify themes within and across cases. Findings supported spelling instruction as a complex interaction between the following factors: (a) teacher content, training, and pedagogy, (b) curriculum, (c) funding source expectations (e.g., standardized assessments), (d) district expectations (e.g., levels of teacher autonomy), and (e) student knowledge and behavior.
|
|
Keyword:
Education; morphological knowledge; multilinguistic spelling approach; orthographical knowledge; phonological awareness; Reading and Language; spelling instruction; teacher instruction
|
|
URL: https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=4288&context=doctoral https://digitalcommons.liberty.edu/doctoral/3229
|
|
BASE
|
|
Hide details
|
|
24 |
Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“
|
|
|
|
BASE
|
|
Show details
|
|
25 |
SOUNDS OF EMERGENCE: THE PEDAGOGY OF LANGUAGE AND LITERACY CON-CEPTS AND STRATEGIES IN AN EARLY LEARNING PROGRAM
|
|
|
|
In: Middle and Secondary Education Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
26 |
Improving Reading Comprehension in Arabic English Language Learners
|
|
|
|
In: Culminating Experience Projects (2021)
|
|
BASE
|
|
Show details
|
|
27 |
Understanding Dyslexia as a Neurological Learning Disability: A Plan for an Instructive Website for Parents and Early Elementary Teachers
|
|
|
|
In: Culminating Experience Projects (2021)
|
|
BASE
|
|
Show details
|
|
28 |
Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness ...
|
|
|
|
BASE
|
|
Show details
|
|
29 |
Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness
|
|
|
|
In: Studi di glottodidattica; V. 6, N. 1 (2021); 34 - 46 ; 1970-1861 (2021)
|
|
BASE
|
|
Show details
|
|
30 |
Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs
|
|
|
|
BASE
|
|
Show details
|
|
32 |
Content edulcoration as ideology visualization in an English language coursebook
|
|
|
|
In: Praxema (2021)
|
|
BASE
|
|
Show details
|
|
33 |
Effect of Bilingualism on Metalinguistic Awareness: A Meta-Analysis
|
|
|
|
In: Embargoed Honors Theses, University of Nebraska-Lincoln (2021)
|
|
BASE
|
|
Show details
|
|
34 |
Critical Language Awareness in the Multilingual Writing Classroom: A Self-Study of Teacher Feedback Practices
|
|
|
|
In: Doctoral Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
35 |
Hoe universeel zijn receptieve meertaligheidsstrategieën?
|
|
|
|
In: Dutch Journal of Applied Linguistics, Vol 10 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
36 |
case study of Turkish pre-service teachers of English in an international exchange program: ELF and WE perspectives
|
|
|
|
In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 435-457 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
37 |
The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing
|
|
|
|
In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 24-44 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
38 |
Teaching languages in multicultural surroundings: New tendencies
|
|
|
|
In: Russian Journal of Linguistics, Vol 25, Iss 2, Pp 546-568 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
39 |
UNINTELLIGIBLE SPEECH: LISTENERS' AWARENESS TO INDONESIAN-ACCENTED SPEECH WITH PRONUNCIATION ERRORS
|
|
|
|
In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 242-253 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
40 |
Estudio comparativo de habilidades lingüísticas y lectoras entre un grupo de niños con trastorno específico del lenguaje y un grupo de niños con dislexia
|
|
|
|
In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 53, 2021, pags. 154-175 (2021)
|
|
BASE
|
|
Show details
|
|
|
|