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Förderung ab Geburt mit dem Programm "PAT - Mit Eltern Lernen": Effekte im ersten Kindergartenjahr ; Early support with the program "PAT - Mit Eltern Lernen": effects in the first year of Kindergarten
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In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 285-296 (2021)
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Assessing Self-Regulation in Grade 1 Writers: An Evaluation of the Reliability and Validity of the Interview on Self-Regulation in Early Writing
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In: Electronic Thesis and Dissertation Repository (2021)
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Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 61-76 (2021)
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Metacognition to learn how to produce a narrative. ; La métacognition au service de l’apprentissage de la production de récits
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In: Action Didactique ; https://hal.univ-lorraine.fr/hal-03049698 ; Action Didactique, Laboratoire de recherche en Langues Appliquées et Ingénierie des Langues En Milieu Multilingue (LAILEMM), Faculté des Lettres et des Langues de l’université Abderrahmane Mira de Bejaia, 2020, Le français comme langue enseignée et langue d’enseignement, 5, pp.[En ligne] ; http://www.univ-bejaia.dz/action-didactique/2020-11-18-07-54-02/ad5.html (2020)
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Self-regulation and Chinese character learning strategies in Irish Higher Education
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JIANG, NING. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2019
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The speech-language pathologist's role in supporting the development of self-regulation: A review and tutorial
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In: Communication Sciences and Disorders Publications (2019)
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Abstract:
© 2018 Elsevier Inc. Purpose: Children's engagement in self-regulation is a strong and positive predictor of their social and academic success, making self-regulation an important focus for caregivers and clinicians. The aims of this article are to provide a framework for understanding self-regulation and to identify strategies speech-language pathologists can use to integrate self-regulation work into their clinical practice. Method: Empirically supported considerations describing the developmental progression from co-regulation to self-regulation are outlined, and the effects of stress on self-regulation are discussed. A clinical framework is provided to guide speech-language pathologists in considering stress and self-regulation in their clinical work. Strategies are provided to a) support speech-language pathologists’ employment of co-regulation as a method for mitigating the negative effects that stress can have on therapeutic efforts, and to b) support children's development of skills (i.e. executive functions, metacognition) required to actively self-regulate. Conclusion: Given that children's ability to attain a state of regulation is integral to attending, engaging, and learning from their environment, the information provided in this tutorial can be used to inform and enhance current clinical practice.
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Keyword:
Co-regulation; Communication Sciences and Disorders; Executive functions; Language acquisition; Language development; Language therapy; Metacognition; Preschool; School-age; Self-regulation; Speech therapy; Speech-language pathologist; Speech-language therapist; Stress in children
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URL: https://ir.lib.uwo.ca/scsdpub/14
https://www.sciencedirect.com/science/article/abs/pii/S0021992418300881
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Deliberate Practice, Writing Self-efficacy, and Self-regulation among Internet Novelists in China: a Phenomenological Approach
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In: Public Access Theses and Dissertations from the College of Education and Human Sciences (2019)
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Autorregulação da aprendizagem em inglês no contexto pré-escolar ; Self-regulation of learning in English in a preschool context
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Cognitive-Affective Processes and Academic Conscientiousness
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Testing the Bilingual Advantage Hypothesis: Language Balance and Self-Regulation
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A Lattice Model of the Development of Reading Comprehension.
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In: Child development perspectives, vol 10, iss 4 (2016)
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Translating evidence-based guidelines to improve feedback practices: the interACT case study
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THE EFFECT OF A SELF-REGULATED VOCABULARY INTERVENTION ON WORD KNOWLEDGE, READING COMPREHENSION, AND SELF-REGULATED LEARNING FOR ELEMENTARY ENGLISH LANGUAGE LEARNERS
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2016)
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Supporting Students with ADHD in the Mainstream Classroom Through the Use of the Alert Program®
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Estrategias metacognitivas en la expresión escrita: Un estudio de caso con futuros docentes ; Metacognitive strategies in written expression: a study case with future teachers
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Self-regulation in EFL writing composition: from private speech to the triadic system
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Emotional and cognitive processing of narratives and individual appraisal styles: recruitment of cognitive control networks vs. modulation of deactivations ...
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Contemplative Education: How Contemplative Practices Can Support and Improve Education
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In: Master's Capstone Projects (2012)
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