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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...13 14 15 16 17 Hits 321 – 329 of 329 321 The effects of aural input enhancement on L2 acquisition Cho, Meiyoung; Reinders, Hayo. - : University of Hawai‘i, National Foreign Language Resource Center., 2013 BASE Show details 322 The effects of aural input enhancement on L2 acquisition Cho, Meiyoung; Reinders, Hayo. - : University of Hawai‘i, National Foreign Language Resource Center., 2013 BASE Show details 323 The effects of aural input enhancement on L2 acquisition Reinders, Hayo; Cho, Meiyoung. - : University of Hawai‘i, National Foreign Language Resource Center., 2013. : Unitec Institute of Technology, 2013 BASE Show details 324 Self-access and independent learning centres Reinders, Hayo. - : Wiley-Blackwell, 2013. : Unitec Institute of Technology, 2013 BASE Show details 325 Interactive Style : Supporting Dinka Background Speakers from Southern Sudan Yates, Lynda. In: AMEP Fact Sheets (2007) BASE Show details 326 Responding to Learning Needs : Incorporating Language Proficiency in ESL Index Funding Bhatti, Muhammad Ishaq.; Walters-Quan, Suzanne.; Beaton, Ros.... In: Report for School Resource Allocation Branch, Victorian Department of Education and Training (2007) BASE Show details 327 Reading development in children with Down syndrome Cupples, Linda. - : Taylor and Francis, 2006 Abstract: It has been argued that children with intellectual disability associated with Down syndrome (DS) use a primarily visual strategy in learning to read rather than an auditory-phonological strategy. If so, they might benefit more from a whole-word approach to reading instruction (learning names associated with whole written words) rather than a “phonic” approach (learning how to “sound words out” letter-by-letter). By contrast, the latter approach is widely preferred for children without disability, partly because it provides them with more independence in the reading situation. The question is whether use of such different instructional techniques for children with and without DS is justified. This research provides evidence relevant to this question by examining data from a single case study of reading intervention for a child with DS. MW, who was 12 years old when intervention commenced, could read aloud only 11 words from a specially compiled list of 80 regular, monosyllabic stimuli (fell, tin). After an 8-week intervention focusing on phonological awareness and letter-sound knowledge, MW’s reading score improved significantly to 50 out of 80. I conclude that a phonic approach to reading instruction can be highly effective for children with DS, as it is for children with typical cognitive development. ; 1 page(s) Keyword: 130312 Special Education and Disability; 170103 Educational Psychology; 200401 Applied Linguistics and Educational Linguistics URL: http://hdl.handle.net/1959.14/45923 BASE Hide details 328 Wannemacher, Aspects of Zaina Prosody Bradley, David. In: Anthropological Linguistics, 42(4) (2000) BASE Show details 329 Pedersen, Rutland and May (eds) Burma Myanmar Bradley, David. In: Australian Journal of Political Science, 35(3): 553-554 (2000) BASE Show details Page: 1...13 14 15 16 17

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