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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 2 3 4 5 6 7...121 Hits 41 – 60 of 2.414 41 Is There Any Space for Critical Literacy? English Language Teachers’ Perceptions, Views, and Perceived Challenges Dehdary, N. - : University of Exeter, 2021. : GRADUATE SCHOOL OF EDUCATION, 2021 BASE Show details 42 Reading comprehension predictors in adulthood: a study on European Portuguese Gonçalves, Fábio Daniel Fernandes. - 2021 BASE Show details 43 Programa para la prevención temprana de dificultades lectoras desde la lectura emergente en la escuela y la familia Alcántara López, Lucía María. - 2021 BASE Show details 44 A Model Comparison between Neural Architectures of Human Bilingual Sentence Processing Roslund, Rasmus. - : The University of Edinburgh, 2021 BASE Show details 45 Comprensión lectora en L2: Patrones textuales, organizadores gráficos y el uso de la literatura Martul Beltrán, Luis Mª. - : Universitat de Barcelona, 2021 BASE Show details 46 O processamento morfológico no português brasileiro em estudantes do ensino ; Morphological processing in Brazilian Portuguese in elementary school students Abbate, Stefani Parraga. - : Biblioteca Digital de Teses e Dissertações da USP, 2021. : Universidade de São Paulo, 2021. : Instituto de Psicologia, 2021 BASE Show details 47 A small but significant effect: lexical prediction in a selfpaced reading study Souza Filho, Neemias Silva de. - : Universidade Federal do Rio Grande do Norte, 2021. : Brasil, 2021. : UFRN, 2021. : PROGRAMA DE PÓS-GRADUAÇÃO EM ESTUDOS DA LINGUAGEM, 2021 BASE Show details 48 Uma Abordagem Interdisciplinar da Educação Literária no 7.ºano – Projeto de Leitura ; An Interdisciplinary Approach to Literacy Education in 7th Grade - Reading Project Filipe, Inês Lopes. - 2021 BASE Show details 49 Das dificuldades de aprendizagem na leitura à intervenção : perspetivas de professores de 1.º ciclo Miranda, Maria Francisca Duarte Dias Sá de. - 2021 BASE Show details 50 DIFFERENZIAZIONE DIDATTICA E ALUNNI BILINGUI FIGLI DI MIGRANTI CON POSSIBILI DISTURBI SPECIFICI DELL'APPRENDIMENTO MONAUNI, ANNA. - : Università Cattolica del Sacro Cuore, 2021. : MILANO, 2021 Abstract: Due sono le constatazioni di base che guidano questo elaborato: la complessità che caratterizza le odierne classi richiede agli insegnanti di differenziare la proposta didattica; spetta al docente saper individuare eventuali difficoltà di apprendimento e/o disturbi specifici (DSA) al fine di favorire un percorso scolastico rispettoso delle peculiarità di ciascuno. Cosa succede, però, quando lo studente con DSA è di origine migratoria ed è bilingue? Il disturbo ha reali basi neurobiologiche o è piuttosto correlato alle fatiche di veicolare l’apprendimento attraverso una lingua diversa da quella parlata in ambito familiare? Il dato da cui partire è quello rilevato in letteratura in merito alla scarsità, in ambito nazionale, di test clinici per DSA strutturati e standardizzati su chi parla più di una lingua. Da ciò consegue la necessità di implementare un’azione a monte, al fine di migliorare l’appropriatezza degli invii ai Servizi Sanitari o agli Enti accreditati: un percorso da attuare con il personale docente. A questo scopo l’indagine intende favorire tra gli insegnanti una corretta informazione circa la distinzione tra disturbo specifico dell’apprendimento e difficoltà di letto-scrittura in alunni bilingui figli di migranti. Inoltre, l’insegnante è chiamato ad appropriarsi di una forma mentis capace di cogliere in maniera attenta e rispettosa le peculiarità di ciascun allievo, unico nella sua arricchente diversità: un insegnante flessibile, disposto a sperimentare una didattica di tipo differenziato. ; This thesis is based on two fundamental observations: nowadays classes are becoming ever more complex and diverse. Therefore, teachers must diversify the didactic proposal. It’s up to the educator to identify any learning difficulties and / or learning disabilities (LD), in order to favor a scholastic path that respects the peculiarities of each pupil. What happens, however, when the students with LD come from an immigrant family and they are bilingual? Does the disorder really have a neurobiological bases? Or is it rather related to the effort of learning through a language that is not the native language for the children? The starting point is the one found in literature regarding the national scarcity of clinical tests for LD structured and standardized on those who speaks more than one language. For these reasons it is needed an upstream action, in order to make the advice of teachers more specific towards those children with difficulties who have to undertake a diagnostic assessment process. That is why it is important to encourage greater awareness among teachers and correct information about the difference between specific learning disabilities and reading-writing difficulties in bilingual learners with a migrant background. Furthermore, the inclusive teacher must have a mindset aimed at knowing in a careful and respectful way the peculiarities of each student. Every child is unique in its enriching diversity: we need a flexible teacher, motivated to implement the differentiated instruction. Keyword: alunni con background migratorio; bilingualism; bilinguismo; differentiation; differenziazione didattica; difficoltà di letto-scrittura; DSA; learning disabilities; M-PED/03: DIDATTICA E PEDAGOGIA SPECIALE; reading and writing difficulties; students from migrant backgrounds URL: http://hdl.handle.net/10280/95895 BASE Hide details 51 Gêneros textuais no palco da sala de aula : reflexões a partir de um projeto de leitura e escrita no Ensino Fundamental Vargas, Arlan Silva de. - 2021 BASE Show details 52 O gênero textual conto de animais e a compreensão em leitura : a sequência didática e os gestos didáticos como instrumentos de mediação na educação infantil Queroz, Josiete Cristina Schneider. - 2021 BASE Show details 53 Desvio de percurso : caminhos possíveis para o ensino de línguas a partir do ciclo de ensino/aprendizagem Reading to Learn Weber, Fernanda. - 2021 BASE Show details 54 Improving the Reading Achievement of Language Minority and Disadvantaged Youth At Risk of Academic Failure Iwenofu, Linda. - : University of Toronto, 2021 BASE Show details 55 Patterns and Predictors of Growth in English Language Learners’ Vocabulary, Word Reading and Non-word Reading Fluency: A Longitudinal Perspective Grossman, Shawna Lauren. - : University of Toronto, 2021 BASE Show details 56 Bilingual school Reading plan proposal ; Propuesta de plan de lectura en un colegio bilingüe Ibáñez Sordo, Noelia. - 2021 BASE Show details 57 New technologies to improve reading skills in Primary Education ; Nuevas tecnologías para mejorar la competencia lectora en Educación Primaria Rodríguez Cosgaya, Sara. - 2021 BASE Show details 58 Understanding How Fourth-Grade Readers Monitor for, Identify, Clarify and Justify Unknown Words and Phrases Geren-Ziegler, Sarah Marie. - 2021 BASE Show details 59 Erika Mitterer – writer, poet, translator Schön, Petra. - 2021 BASE Show details 60 BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH McCarthy, Hope Petrash. - 2021 BASE Show details Page: 1 2 3 4 5 6 7...121

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