Page: 1 2 3 4 5 6 7 8 9... 25
81 |
Do all students understand the same message? High school teachers' use of non-literal expressions
|
|
|
|
BASE
|
|
Show details
|
|
83 |
Kinder sprechen über (ihre) Mehrsprachigkeit : theoretische Überlegungen und eine qualitative Studie zu Perspektiven mehrsprachig aufwachsender Grundschülerinnen und Grundschüler
|
|
|
|
BLLDB
|
|
UB Frankfurt Linguistik
|
|
Show details
|
|
85 |
Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay
|
|
|
|
In: Hauck, Jan David. (2016). Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay. UCLA: Anthropology 0063. Retrieved from: http://www.escholarship.org/uc/item/7931r6fh (2016)
|
|
BASE
|
|
Show details
|
|
86 |
O conhecimento explícito da língua : a oração relativa na aula de Português e Latim
|
|
|
|
BASE
|
|
Show details
|
|
87 |
Consciência fonológica e o desenvolvimento da leitura: um estudo de caso no segundo ano de escolaridade
|
|
|
|
BASE
|
|
Show details
|
|
88 |
Consciência fonológica na Língua de Sinais Brasileira (Libras) em crianças e adolescentes surdos com início da aquisição da primeira língua (Libras) precoce ou tardio
|
|
|
|
BASE
|
|
Show details
|
|
90 |
The Within- and Cross-language Role of Syntactic Awareness in Reading Comprehension Among French Immersion Students
|
|
|
|
Abstract:
Two related studies examining the within- and cross-language transfer of syntactic awareness (SA) to concurrent measures of reading comprehension (RC) between English and French are reported. Participants were first- and third-grade Canadian French immersion students. Results indicated that Grade 1 English SA significantly predicted French RC after cognitive and within-language controls, while Grade 1 French SA did not. In Grade 3, by contrast, English SA was unrelated to either English or French RC, while French SA was predictive of both. In all cases, SA was indirectly related to RC both within and across languages. Adding to the limited research on metalinguistic transfer, these results support hypotheses for the transferability of SA and provide preliminary evidence for its crossover role in reading across languages. The findings call for increased theoretical and academic attention to, and pose educational implications for, the involvement of SA in models of within- and cross-language RC. ; M.A.
|
|
Keyword:
0282; Curriculum Development; Foreign Language Education; French immersion; Metalinguistic Awareness; Reading Comprehension; Syntactic Awareness
|
|
URL: http://hdl.handle.net/1807/74463
|
|
BASE
|
|
Hide details
|
|
91 |
The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement
|
|
|
|
BASE
|
|
Show details
|
|
Page: 1 2 3 4 5 6 7 8 9... 25
|
|