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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 2 3 4 5 Hits 1 – 20 of 84 1 Promoting foundation reading skills with at-risk students Sucena, Ana; Silva, Ana Filipa; Marques, Cátia. - : Frontiers, 2021 BASE Show details 2 Que relações existem entre a escrita, a consciência fonológica e conhecimento de letras em crianças de pré-escolar Santos, Cátia Filipa Rodrigues. - 2021 Abstract: Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional. ; A aquisição da linguagem escrita inicia-se antes do ensino formal. O presente estudo teve como objetivo principal analisar a relação existente entre escrita, consciência fonológica e conhecimento das letras em crianças do último ano do pré-escolar. Participaram 46 crianças de cinco anos de seis salas de uma mesma instituição. Foi avaliada a escrita de palavras, a consciência silábica, a consciência fonémica através de provas de classificação da sílaba/fonema inicial e o conhecimento do nome e som das letras. Os resultados demonstraram que a escrita, avaliada através do número de letras que as crianças foram capazes de representar em cada palavra – número global de fonetização, apresentou correlações mais fortes com o conhecimento do som das letras do que com o nome das letras; que o número global de fonetizações apresentou correlações moderadas com a consciência silábica e fonémica e que o conhecimento das letras correlacionou-se mais fortemente com a consciência fonémica do que com a consciência silábica. Este estudo, também, teve o objetivo de analisar a qualidade e a consistência dessas fonetizações, tendo sido utilizada uma metodologia qualitativa. Verificou-se que as crianças fonetizaram mais as vogais do que as consoantes. As escritas das crianças podem evoluir e retroceder durante a entrevista e crianças com o mesmo nível de escrita podem ter formas diferentes de refletir sobre a linguagem oral. Esta investigação vem reforçar a importância de práticas educativas promotoras do desenvolvimento de capacidades linguísticas. ; The acquisition of written language starts before formal education. The aim of this study was to analyse the relationship between writing, phonological awareness and knowledge of letters in children attending the last year of preschool. The participants were 46 five-year-old children from six classrooms in the same institution. All children were evaluated in word writing, syllabic awareness, phonemic awareness through the initial syllable / phoneme classification test and knowledge of the name and sound of the letters. The results showed that the writing, evaluated through the number of letters that the children were able to write in each word – global number of phonetizations, presented stronger correlations with the knowledge of the sound of the letters than with the name of the letters; that the global number of phonetizations showed moderate correlations with syllabic and phonetic awareness; and that the knowledge of letters correlated more strongly with phonemic awareness than with syllabic awareness. This study, also aimed to analyse the quality and consistency of these phonetizations, using a qualitative methodology. It was found that the children phonetized more vowels than consonants. The children's writings can improve and go back during the interview and children with the same level of writing may have different ways of thinking about spoken language. This investigation shows the importance of educational practices that promote the development of language abilities. Keyword: Conhecimento das Letras; Consciência Fonémica; Consciência Silábica; Domínio/Área Científica::Ciências Sociais::Psicologia; Escrita; Letter knowledge; Phonemic awareness; Pré-escolar; Preschool; Syllabic awareness; Writing URL: http://hdl.handle.net/10400.12/7944 BASE Hide details 3 Consciência Fonológica em idade pré-escolar e no 1.º ano de escolaridade Almeida, Catarina Alexandra Santos. - 2021 BASE Show details 4 Predicting dual-language literacy attainment in Irish-English bilinguals: language-specific and language-universal contributions Barnes, Emily. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2021 BASE Show details 5 What the Sandpaper Letters Taught me Hubbard, Margaret E.. - 2021 BASE Show details 6 The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties Winn, Tiffany; Miller, Julia; van Steenbrugge, Willem In: Australian Journal of Teacher Education (2020) BASE Show details 7 Interleaved lexical and audiovisual information can retune phoneme boundaries Ullas, Shruti; Formisano, Elia; Eisner, Frank. - : U.S., Springer, 2020 BASE Show details 8 THE INFLUENCE OF PHONEMIC AWARENESS INSTRUCTION ON EFL EMERGENT READERS’ WORD RECOGNITION Mohammad Husam Mohammad Alhumsi In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 1-14 (2020) (2020) BASE Show details 9 Contextualising children's literature to build phonemic awareness Vanderburg, Michelle A; Logan, Charlotte J; Sambell, Birgit N... In: Vanderburg, MA, Logan, CJ, Sambell, BN, Straughair, L, (2019). Contextualising children's literature to build phonemic awareness. Practical Literacy: The Early and Primary Years, Vol. 24, No. 1, p. 39-42 (2019) BASE Show details 10 The Impact of Explicit Phonemic Awareness Instruction on Instructional Reading Levels in Kindergarten ... Fowler, Amy. - : Maryland Shared Open Access Repository, 2019 BASE Show details 11 A Sound Beginning for Reading: The impact of a phonological awareness programme on junior infant children attending a DEIS urban Band 1 school O'SULLIVAN, JENNIFER. - : Trinity College Dublin. School of Education. Discipline of Education, 2019 BASE Show details 12 Improving Preservice Teachers’ Phonemic Awareness, Morphological Awareness and Orthographic Knowledge McNeill, Brigid In: Australian Journal of Teacher Education (2018) BASE Show details 13 Speech perception in children with reading disabilities Lu, Jie. - 2018 BASE Show details 14 Supporting Phonemic Awareness in a Montessori Children’s House McDermott, Molly G. In: Masters of Arts in Education Action Research Papers (2017) BASE Show details 15 Validity of a New Measure of Phonemic Awareness that Does Not Require Spoken Responses in Children with Complex Communication Needs Chavers, Tiffany. - : Digital Commons @ University of South Florida, 2017 In: Graduate Theses and Dissertations (2017) BASE Show details 16 First Grade Outcomes From a Phonological Awareness Intervention Nishikawa, Corrie Mieko. - : eScholarship, University of California, 2016 In: Nishikawa, Corrie Mieko. (2016). First Grade Outcomes From a Phonological Awareness Intervention. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/22n7t41j (2016) BASE Show details 17 A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions ... Suggate, Sebastian. - : Universität Regensburg, 2016 BASE Show details 18 Phonics, Phonemic Awareness, and Phonological Awareness—Oh My! Sharp, L. Kathryn In: ETSU Faculty Works (2016) BASE Show details 19 Using Matrix Training To Establish The Alphabetic Principle, and Generalization To Reading, In Typically Developing Struggling Readers Cummings, Carol. - : University of Kansas, 2016 BASE Show details 20 The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement Leinen, Amy. - 2016 BASE Show details Page: 1 2 3 4 5

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