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Resettled Syrian Refugee Children in Canada: Oral Language, Literacy and Well-being
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Língua e vivências culturais: provérbios sobre a alimentação em português e chinês ; Language and cultural experiences: proverbs about food in portuguese and Chinese
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Literacy Development in Canadian French Immersion Students: The Role of Oral Language
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The Role of Reading Fluency in Predicting Reading Proficiency Among French Immersion Elementary Students in Canada
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The Direct and Indirect Effects of Syntactic Awareness on French Reading Comprehension in French Immersion Students
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The Successes and Challenges of Syrian Refugee Families in Canada: A Follow-Up Study
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Becoming bilingual readers: Examining orthographic processing in learning to read English and French
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Vocalizing Natural Sounds in Another Language: Onomatopoeia Translation in Four English Reditions of the Shijing
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Chen, Xi. - : The University of Queensland, School of Languages and Cultures, 2018
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Lexical Knowledge and Bilingual Reading: Within- and Cross-language Associations of Paradigmatic and Syntagmatic Knowledge in English and Mandarin
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Emergent Readers in the French Immersion Context: Development and Cross-language Transfer of Orthographic and Semantic Learning
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Understanding the Language Bases of Poor Reading Comprehension in English and French
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Vocabulary Skill of Bilingual Adolescents: The Effects of First Language Background and Language Learning Context
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The Within- and Cross-language Role of Syntactic Awareness in Reading Comprehension Among French Immersion Students
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15 |
The Acquisition of Grammatical Gender by French as a Second Language Learners Enrolled in French Immersion
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Abstract:
In Study 1, the relationship between morphophonological cues and gender assignment in French was examined among a group of 148 French L2 children (M = 114.66 months, SD = 19.69). Study 2 investigated gender-marking ability in French among a subset of 27 children from the first study (M = 120.74 months, SD = 16.14). In the determiner task, participants assigned the indefinite article unMASC or uneFEM to pseudowords whose endings were typically masculine, feminine or neutral. In the picture task, children pointed to the picture of a female or male Martian that best personified each spoken pseudoword. The results provided evidence that correct gender assignment improved across grade. More ending-consistent responses were given to feminine endings than to masculine endings. Children whose L1 marked gender were better at gender-marking in French than children whose L1 did not mark gender. Finally, there was evidence of a default subclass for gender-neutral nouns. ; M.A.
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Keyword:
0679
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URL: http://hdl.handle.net/1807/70349
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16 |
Development and Cross-language Transfer of Oral Reading Fluency using Longitudinal and Concurrent Predictors among Canadian French Immersion Primary-level Children
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Reading Strategies of Good and Average Bilingual Readers of Chinese and Spanish Backgrounds
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The Concurrent and Longitudinal Relationships between Orthographic Processing and Spelling in French Immersion Children
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Biliteracy Development in Chinese and English: The Roles of Phonological Awareness, Morphological Awareness, and Orthographic Processing in Word-level Reading and Vocabulary Acquisition
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