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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...3 4 5 6 7 8 9 10 11...25 Hits 121 – 140 of 494 121 Zum Erwerb syntaktischer Aspekte von positiven und negativen W-Fragen im unauffälligen und auffälligen Spracherwerb des Deutschen Herrmann, Heike. - Potsdam : Univ.-Verl., 2014 BLLDB UB Frankfurt Linguistik Show details 122 Comprehension of verb inflection in German-speaking children Brandt-Kobele, Oda-Christina. - Potsdam : Univ.-Verl., 2014 BLLDB UB Frankfurt Linguistik Show details 123 The cultural memory of language Samata, Susan. - London [u.a.] : Bloomsbury, 2014 BLLDB UB Frankfurt Linguistik Show details 124 Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind Gage-Serio, Ondine Angelique. - : eScholarship, University of California, 2014 In: Gage-Serio, Ondine Angelique. (2014). Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind. UC Santa Cruz: Education. Retrieved from: http://www.escholarship.org/uc/item/5mz970cg (2014) BASE Show details 125 Morphological Analysis Training for English Language Learners With Reading Difficulties Davidson, Sean Jeremy. - : eScholarship, University of California, 2014 In: Davidson, Sean Jeremy. (2014). Morphological Analysis Training for English Language Learners With Reading Difficulties. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/70c919st (2014) BASE Show details 126 Diz-me as letras e eu escrevo: a descoberta da escrita no Jardim de Infância Matos, Ana Catarina Cardoso e. - 2014 Abstract: Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar ; O presente relatório incide no trabalho desenvolvido ao longo da Prática Profissional Supervisionada realizada em dois contextos socioeducativos da Educação de Infância: Creche e Jardim de Infância. Através de um olhar crítico e reflexivo alicerçado em pressupostos teóricos, é feita a análise da intervenção realizada no contexto de creche (com crianças entre os 12 e os 22 meses) e jardim de infância (com crianças entre os três e cinco anos). A problemática mais significativa da Prática Profissional Supervisionada ocorreu no contexto de jardim de infância e incide na descoberta da Linguagem Escrita e na forma como as crianças constroem e se apropriam do código escrito. No capítulo que lhe concerne, explicita-se a importância deste tema no desenvolvimento da criança em idade pré-escolar e o seu papel ativo no processo de apropriação da Linguagem Escrita, que passa também pelo domínio da Linguagem Oral, pelo desenvolvimento da consciência fonológica, pelo contacto com os livros ou pela exposição ao código escrito. No desenvolvimento deste relatório, pretendeu-se ainda identificar, compreender estratégias e criar ferramentas para que as crianças desenvolvam e vão construindo a sua linguagem escrita. Em paralelo, como forma de ilustrar o trabalho realizado, surgem igualmente as vozes das crianças, a propósito das suas aprendizagens e as atividades promovidas ao longo da PPS no âmbito desta temática. ; ABSTRACT This report focuses on the work developed throughout the Supervised Professional Practice carried out in two socio-educational contexts of Childhood Education: Nursery School and Kindergarten. Through a critical and reflective look based on theoretical assumptions, an analysis is made of the intervention carried out in the nursery school (with children aged between 12 and 22 months) and kindergarten context (with children between the ages of three and five years). The most significant aspect of the Supervised Professional Practice occurred in the kindergarten and focuses on the discovery of Written Language and the way in which children build up and appropriate themselves of the written code. In the respective chapter, I explain the importance of this issue in the development of preschoolers and the active role they play in the process of appropriation of the Written Language. This skill also involves mastering Oral Language, developing phonological awareness, coming into contact with books and exposure to the written code. In preparing this report, I further sought to identify, understand strategies and create tools to help children to develop and build up their written language. In parallel, in order to illustrate the work, I also included the children's opinions in relation to their learning and to the activities promoted throughout the Supervised Professional Practice in regard to this subject matter. Keyword: Consciência fonológica; Educação pré-escolar; Linguagem escrita; Linguagem oral; Oral language; Phonological awareness; Prática profissional supervisionada; Preschool education; Supervised professional practice; Written language URL: http://hdl.handle.net/10400.21/4104 BASE Hide details 127 A avaliação do desenvolvimento da consciência fonológica em crianças de 5 anos Filipe, Adriana da Conceição Costa Ferreira. - 2014 BASE Show details 128 Developing Meta-Awareness about Composition through New Media in the First-Year Writing Classroom. VanKooten, Crystal L.. - 2014 BASE Show details 129 The LAMP Language and Communication Screen Used to Support Teachers to Identify Speech, Language, and Communication Difficulties in Four Primary Schools in Varied Social Contexts Nash, Marion Marie. - : University of Exeter, 2014. : Education, 2014 BASE Show details 130 The relative contribution of input modification, learner awareness, and individual differences to second language construction learning Jackson, Daniel Owen. - : [Honolulu] : [University of Hawaii at Manoa], [May 2014], 2014 BASE Show details 131 Ações de promoção da pluralidade linguística em contextos escolares Broch, Ingrid Kuchenbecker. - 2014 BASE Show details 132 Phonologische Bewusstheit türkischsprachiger Migrantenkinder im Vergleich zu Kindern mit deutscher Muttersprache Dür, Rumeysa Betül; Cetinkaya, Hacer; Yagbasan, Fatma. - 2014 BASE Show details 133 The place of language and intercultural abilities : the experience of global business professionals Echavarría, María Luisa. - 2014 BASE Show details 134 The efficacy of the talking tables program in the development of phonological awareness in kindergarten children at risk for reading difficulties Hodgins, Helena. - 2014 BASE Show details 135 A STUDY OF THE CHALLENGES FACING ARABIC-SPEAKING ESL STUDENTS AND TEACHERS: CULTURAL AND LINGUISTIC AWARENESS Akasha, Omran Ali Abdalla. - 2014 BASE Show details 136 PhoMo-Kids : Phonologie Modellorientiert für Kinder vom Vorschulalter bis zum dritten Schuljahr Stadie, Nicole. - Köln : ProLog, 2013 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 137 Understanding child language acquisition Rowland, Caroline. - London [u.a.] : Routledge, 2013 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 138 Assessment of reading and writing difficulties : an interactive approach Lipson, Marjorie Y.; Wixson, Karen K.. - Boston Mass. [u.a.] : Pearson, 2013 BLLDB UB Frankfurt Linguistik Show details 139 Kinder sprechen über Sprache : eine Untersuchung zu interaktiven Ressourcen des frühen Erwerbs metasprachlicher Kompetenzen Stude, Juliane. - Stuttgart : Fillibach bei Klett, 2013 BLLDB UB Frankfurt Linguistik Show details 140 Grammaticalization and first language acquisition : crosslinguistic perspectives Bassano, Dominique; Hickmann, Maya. - Amsterdam : Benjamins, 2013 MPI für Psycholinguistik Show details Page: 1...3 4 5 6 7 8 9 10 11...25

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