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Morphological Analysis Training for English Language Learners With Reading Difficulties
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22 |
The children's acquisition of shenme in Mandarin Chinese
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Liao, Min. - : Sydney, Australia : Macquarie University, 2014
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23 |
Design and Evaluation of English Oral Communication Course at Kansai University
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24 |
Journey to the syllables’ world : intervention in phonological awareness
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25 |
MELODÍAS EN EL PROCESO DE DESARROLLO DE LA CAPACIDAD LECTORA
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In: Tonos Digital; NÚMERO 25 - JULIO 2013 (2013)
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Abstract:
La existencia de un vínculo entre la destreza lectora, la capacidad auditiva y la música ha sido descrita en numerosos estudios. Leer un texto significa sonorizar un mensaje escrito, ya que sin sonidos, en la lectura silenciosa es la voz interior del lector, no puede haber acceso desde los símbolos escritos al léxico y a la comprensión del mismo. Tanto en la lectura en voz alta como en la lectura silenciosa, las grafías que descifra el ojo necesitan apoyarse en elementos sonoros como lo son los fonemas o sonidos, el acento, el ritmo, la duración silábica y la entonación. Además los elementos acústicos como la intensidad, la duración, el tono y el timbre contribuyen a la expresión de las emociones. Todos ellos son parámetros acústicos que se encuentran también en las melodías. Con el objeto de mostrar que el trabajar en la enseñanza de lenguas con elementos sonoro-musicales constituye un paso inicial de gran relevancia para después ir desarrollando la comprensión lectora, analizaremos la interrelación entre lenguaje y música, identificaremos los 5 componentes de la destreza lectora y explicaremos el cómo las melodías pueden optimizar el desarrollo de la capacidad lectora. ABSTRACT The existence of a link between reading and listening skills and music has been described in numerous studies. To read a text means to provide a sound system for a written message as without sounds, in silent reading it is the reader’s inner voice, no access from written symbols to lexical items can occur, what would hinder comprehension. Both in reading aloud and silent reading, the graphemes which the eye deciphers are supported by the sound elements: phonemes or sounds, accent, rhythm, and intonation. Acoustic elements such as intensity, duration, tone and pitch contribute to the expression of emotions, as well. They are all acoustic parameters that are also present in melodies. With the aim of showing that working with these musical elements in foreign language teaching constitutes a first step of great relevance in order to develop reading comprehension, we analyze the interrelationship between language and music, identify the five components of the reading skill and explain how melodies can optimize the development of learners’ reading ability.
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Keyword:
adquisición de destrezas lectoras; adquisition of reading skills; conciencia fonológica; enseñanza de lenguas; language teaching; lectura; melodías; melodies; phonological awareness; reading
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URL: http://www.tonosdigital.es/ojs/index.php/tonos/article/view/982
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26 |
Els usos interpersonals o privats. Balanç i perspectives de futur ; Interpersonal or private language uses in Catalonia. A balance and future prospects
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In: Treballs de Sociolingüística Catalana; Núm. 22 (2012): Els usos lingüístics a Catalunya: un estat de la qüestió; 59-72 (2013)
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27 |
Apprendre une langue : les enjeux du « jeu intérieur »
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In: Langages, N 192, 4, 2013-12-01, pp.119-130 (2013)
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28 |
Developing phonemic awareness skills and reading readiness in kindergarten children
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29 |
The acquisition of differential object marking in L2 Spanish learners
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31 |
A formative study of rhythm and pattern: semiotic potential of multimodal experiences for early years readers
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32 |
Beyond orality and literacy : reclaiming the sensorium for composition studies
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33 |
Raising cultural awareness as part of EFL teaching in Japan
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34 |
Teachers' perceptions of the use of ASL phonological instruction to develop ASL and English literacy in an ASL/English bilingual preschool
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台灣國小學童音韻遷移現象之研究 ; CROSS-LANGUAGE TRANSFER of PHONOLOGICAL AWARENESS in MANDARIN CHINESE-SPEAKING CHILDREN in TAIWAN
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36 |
English syllable confusion and imitation in Korean bilingual and monolingual children and adults
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37 |
Phonological awareness and explicit instruction in an EFL classroom
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In: CardinalScholar 1.0 (2009)
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Facilitating Word-Learning Abilities in Children with Specific Language Impairment ...
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Biliteracy effects on phonological awareness, oral language proficiency and reading skills in Taiwanese Mandarin-English bilingual children
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Facilitating Word-Learning Abilities in Children with Specific Language Impairment
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