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Development of metaphor and metonymy comprehension: receptive vocabulary and conceptual knowledge.
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In: Br J Dev Psychol , 28 (Pt 3) pp. 547-563. (2010) (2010)
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| 162 |
Análise da aquisição de comportamento verbal em uma criança dos dezoito meses aos dois anos de idade
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| 163 |
Σχέση μαθησιακής και γλωσσικής επάρκειας σε παιδιά προσχολικής ηλικίας: ...
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Sprache und Interaktion im Kindergarten. Eine quantitativ-qualitative Analyse der sprachlichen und kommunikativen Kompetenzen von drei- bis sechsjährigen Kindern ...
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Η επίδραση των ιδιωμάτων του Ν. Τρικάλων στα παιδιά προσχολικής ηλικίας: ...
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Sprache und Interaktion im Kindergarten. Eine quantitativ-qualitative Analyse der sprachlichen und kommunikativen Kompetenzen von drei- bis sechsjährigen Kindern
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Albers, Timm. - : Verlag Julius Klinkhardt, 2009. : Bad Heilbrunn, 2009. : pedocs-Dokumentenserver/DIPF, 2009
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2009, 282 S. - (Klinkhardt forschung) (2009)
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| 167 |
Does colour preference have a role in colour term acquisition?
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; CrossRef (2009)
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| 168 |
Children who read words accurately despite language impairment: who are they and how do they do it?
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2009)
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| 169 |
O papel do meio no desenvolvimento da consciência fonológica e da consciência morfológica em crianças em idade pré-escolar
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Abstract:
Dissertação de Mestrado apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Psicologia, especialização em Psicologia Clínica e da Saúde. ; A aprendizagem da linguagem escrita constitui uma tarefa cognitiva exigente, que poderá ser tanto mais facilitada quanto mais desenvolvida linguisticamente estiver a criança, no momento de entrada na escola. O meio assume, assim, um papel preponderante no desenvolvimento da oralidade ao proporcionar uma variedade de experiências, práticas e recursos linguísticos. Ora, a literatura tem revelado que as crianças de meios desfavorecidos se encontram em situação de desvantagem para aprender a ler e escrever, comparativamente com crianças de meios mais ricos e estimulantes. Esta desvantagem poderá ser acentuada se as competências metalinguísticas não estiverem suficientemente desenvolvidas, em particular a consciência fonológica, uma variável cujo valor preditivo de sucesso na aprendizagem da leitura e escrita tem sido bem documentado. Recentemente, também tem vindo a ser sublinhada a importância da consciência morfológica na leitura e na escrita. Assim, este estudo pretendeu analisar o papel do meio no desenvolvimento da consciência fonológica e morfológica em crianças em idade pré-escolar. Foram observadas 60 crianças (30 do meio urbano + 30 do meio rural), de 4 e 5 anos, em tarefas de Fluência, Identificação, Categorização, Segmentação e Apagamento de sílabas, rimas, fonemas e morfemas (radical e derivacional). Globalmente, as crianças do meio urbano apresentaram um melhor desempenho do que as do meio rural. A nível da Consciência Fonológica, o efeito de grupo verificou-se na Fluência de rima, na Identificação de sílaba e rima em pseudopalavras, na Categorização de sílaba, rima e fonema em palavras e em todas as tarefas de Segmentação e Apagamento (excepto na de Apagamento de sílaba inicial em pseudopalavras). Quanto à Consciência Morfológica, apenas a Identificação de morfema derivacional em pseudopalavras e as provas de Categorização atingiram significância. No seu conjunto, estes resultados sugerem a necessidade de implementar programas de treino da consciência fonológica e morfológica em crianças do meio rural, dotando-as de conhecimentos, capacidades e competências que se possam constituir como relevantes para a aprendizagem da linguagem escrita. The learning of the written language is a demanding cognitive task, which could be more facilitated the more developed linguistic the child will be, at the moment of entrance in school. The environment assumes thus a preponderant role in language development, providing a variety of experiences, practices and linguistics resources. The literature has shown that, compared to children from rich and stimulant environments, children from lower socio-economic status are in a disadvantage situation for learning how to read and to write. This disadvantage could be more accentuated if metalinguistc abilities were not sufficiently developed, particularly the phonological awareness, a variable whose predictive value of success in the acquisition of reading and writing has been well established. Recently, it has also been highlighted the importance of the morphological awareness in written language. Thus, the present study aims to analyze the role of the environment in the development of phonological and morphological awareness in kindergarten children, from urban and rural places. Sixty children (half from urban places and half from rural places), of 4 and 5 years old, were observed in tasks of Fluency, Identification, Categorization, Segmentation and Deletion of syllables, rhymes, phonemes and morphemes (radical and derivational). Overall, children from urban environment had presented a better performance than the other group. In terms of phonological awareness, it has been observed a Group effect on Rhyme Fluency, Syllable and Rhyme Identification in pseudowords, Syllable, Rhyme and Phoneme Categorization in words and on all tasks of Segmentation and Deletion (except for Initial Syllable Deletion task in pseudowords). In the morphological awareness tasks, only the Identification of derivational morpheme in pseudowords and the four tasks of Categorization had reached significance. Taken together, these results suggest the necessity to implement programs of phonological and morphological awareness training, particularly in children from rural environments, in order to foster knowledge, skills and abilities that are relevant for the acquisition of the written language. L‟apprentissage du langage écrit est une tâche cognitif exigeant qui pourrait être plus facilité quant plus développé linguistiquement l‟enfant est par rapport à l‟entrée à l‟école. Le milieu exprime ainsi un facteur important pour le développement dé l‟oralité en présentant une variété d‟expériences, pratiques et moyens linguistiques. La littérature nous révèle que les enfants des milieux défavorisés se présentent dans des situations de désavantage pour apprendre à lire et à écrire, en comparant des enfants des milieux plus riches et stimulants. Cette désavantage pourrait être accentuée quand les compétences métalinguistiques non pas été suffisamment développées, en particulier la conscience phonologique, une variable dont la valeur prédictif du succès dans l‟apprentissage de la lecture et de l‟écriture est bien documentée. Récemment, a été soulignée l‟importance de la conscience morphologique pour la lecture et l‟écriture. Ainsi, cette étude prétend analyser l‟effet du milieu dans le développement de la conscience phonologique et morphologique des enfants à l‟âge préscolaire, des milieux urbain et rural. On été observé 60 enfants (30 du milieu urbain + 30 du milieu rural) de 4 et 5 ans, avec des taches de fluence, identification, catégorisation, segmentation, suppression de syllabes, rimes, phonèmes et morphèmes (radical et dérivationnel). Globalement les enfants du milieu urbain présentent meilleur résultats que les enfants du milieu rural. Au niveau de la conscience phonologique, l‟effet du groupe été vérifié dans la fluence de la rime, l‟identification de la syllabe et de la rime en pseudomots, dans la catégorisation de la syllabe, rime et phonème des mots et dans touts les tâches de segmentation et suppression (excepte le tache de suppression de la syllabe initiale dans les pseudomots). Quant à la conscience morphologique, seulement l‟identification du morphème dérivationnel en pseudomots et les tâches de catégorisation ont atteint valeurs significatives. Globalement, ces résultats suggèrent la nécessité des programmes d‟entraînement de la conscience phonologique et morphologique, destiné aux enfants du milieu rural, pour le développement de connaissances, capacités et compétences qui sont cruciales pour l‟apprentissage du langage écrit.
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Keyword:
Âge préscolaire; Conscience morphologique; Conscience phonologique; Consciência fonológica; Consciência morfológica; Idade pré-escolar; Morphological awareness; Phonological awareness; Preschool age
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URL: http://hdl.handle.net/10284/1402
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| 170 |
Comparing the Language Development of Native and Foreign Born Children. ; Documenting the Language Development of 2 year Old Children.
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| 171 |
A systematic review of the association between childhood speech impairment and participation across the lifespan
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| 172 |
Η μελέτη του φαινομένου της διγλωσσίας στην προσχολική ηλικία ...
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| 173 |
Christiane Brokmann-Nooren / Iris Gereke / Hanna Kiper / Wilm Renneberg (Hrsg.): Bildung und Lernen der Drei- bis Achtjährigen. Bad Heilbrunn: Klinkhardt 2007 (400 S.) [Rezension] ...
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| 174 |
Checkpoint Literacy. Tagungsband 1 zum 15. Europäischen Lesekongress 2007 in Berlin
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Europäischer Lesekongress (15 : 2007 : Berlin). - : Deutsche Gesellschaft für Lesen und Schreiben, 2008. : Berlin, 2008. : pedocs-Dokumentenserver/DIPF, 2008
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In: Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2008, 304 S. - (DGLS-Beiträge; 7) (2008)
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| 175 |
Christiane Brokmann-Nooren / Iris Gereke / Hanna Kiper / Wilm Renneberg (Hrsg.): Bildung und Lernen der Drei- bis Achtjährigen. Bad Heilbrunn: Klinkhardt 2007 (400 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 7 (2008) 2 (2008)
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| 176 |
Receptive (aural) vocabulary development in children with permanent bilateral sensorineural hearing impairment.
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| 177 |
Early cognitive and language skills are linked to resting frontal gamma power across the first 3 years.
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In: Behav Brain Res , 195 (2) 215 - 222. (2008) (2008)
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| 178 |
Indigenous children and receipt of hospital dental care in Australia
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| 179 |
Development of the Grammar and Phonology Screening (GAPS) test to assess key markers of specific language and literacy difficulties in young children.
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In: Int J Lang Commun Disord , 41 (5) pp. 513-540. (2006) (2006)
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Are numerical impairments syndrome specific? Evidence from Williams syndrome and Down's syndrome.
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In: UNSPECIFIED (2006) (2006)
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