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1	For Critical Language Awareness and Against the “Exclusive-use-of-the-target-language” Myth: The Effects of Sociolinguistic Content in English in an Elementary Spanish Classroom
	Lado, Beatriz; Del Valle, José
	In: L2 Journal, vol 14, iss 3 (2022)
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2	(Critical) Multilingual and Multicultural Awareness in the Pedagogical Responsiveness of Educators
	Smith, Patriann; Smit, Julie; Finch, Beverly...
	In: Berkeley Review of Education, vol 11, iss 1 (2022)
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3	The dynamics of foreign language values in Sweden: a social history ; Dinamika vrednot tujih jezikov na Švedskem: socialna zgodovina
	Gheitasi, Parvin; Lindgren, Eva; Enever, Janet
	In: CEPS Journal 12 (2022) 1, S. 125-146 (2022)
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4	Threat assessment, sense making, and critical decision-making in police, military, ambulance, and fire services
	Penney, Greg; Launder, David; Cuthbertson, Joe...
	In: Research outputs 2022 to 2026 (2022)
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5	融合英語童謠教學在國小二年級學生的音韻覺識及學習動機上的行動研究 ; An Action Research of English Nursery Rhymes Instruction on Phonological Awareness and Learning Motivation among Elementary Second Grade Students
	張雅燕; CHANG, YA-YEN. - 2022
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6	THE ROLE OF THE TEACHER IN THE DEVELOPMENT OF YOUNG STUDENTS' SELF-KNOWLEDGE ...
	O'sarova Nilufar Yakubovna. - : Zenodo, 2022
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7	THE ROLE OF THE TEACHER IN THE DEVELOPMENT OF YOUNG STUDENTS' SELF-KNOWLEDGE ...
	O'sarova Nilufar Yakubovna. - : Zenodo, 2022
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8	Drifting pitch awareness after exposure to altered auditory feedback ...
	Franken, Matthias. - : Open Science Framework, 2022
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9	The Influence of L1 and L2 Phonological Awareness on L2 Vocabulary Learning ...
	Alves, Fernanda. - : Open Science Framework, 2022
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10	Korean EFL Students Building and Sustaining New Perspectives through Global Literary Texts
	Jungyin Kim
	In: Sustainability; Volume 14; Issue 3; Pages: 1372 (2022)
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11	Success Is Not the Entire Story for a Scientific Theory: The Case of the Phonological Deficit Theory of Dyslexia
	Pierluigi Zoccolotti
	In: Brain Sciences; Volume 12; Issue 4; Pages: 425 (2022)
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12	Application of the Theory of Planned Behavior in Autonomous Vehicle-Pedestrian Interaction
	Farrukh Hafeez; Usman Ullah Sheikh; Abdullahi Abubakar Mas’ud; Saud Al-Shammari; Muhammad Hamid; Ameer Azhar
	In: Applied Sciences; Volume 12; Issue 5; Pages: 2574 (2022)
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13	Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
	Ellen Ormel; Marcel R. Giezen; Harry Knoors; Ludo Verhoeven; Eva Gutierrez-Sigut
	In: Languages; Volume 7; Issue 1; Pages: 51 (2022)
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14	Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
	Christine Möller-Omrani; Ann-Kristin H. Sivertsen
	In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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15	OntoDomus: A Semantic Model for Ambient Assisted Living System Based on Smart Homes
	Hubert Kenfack Ngankam; Hélène Pigot; Sylvain Giroux
	In: Electronics; Volume 11; Issue 7; Pages: 1143 (2022)
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16	Situational Awareness: Techniques, Challenges, and Prospects
	Arslan Munir; Alexander Aved; Erik Blasch
	In: AI; Volume 3; Issue 1; Pages: 55-77 (2022)
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17	Antibiotic Resistance Awareness among Undergraduate Students in Quito, Ecuador
	David Ortega-Paredes; César Marcelo Larrea-Álvarez; Lilibeth Torres-Elizalde; Sofia de Janon; Christian Vinueza-Burgos; Luis Hidalgo-Arellano; Miroslava Anna Šefcová; Gabriel Molina-Cuasapaz; Esteban Fernandez-Moreira; Marco Larrea-Álvarez
	In: Antibiotics; Volume 11; Issue 2; Pages: 197 (2022)
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18	Digital and Spatial Humanities Mapping: Eurasia-Pacific Early Trade and Belief Linkages
	Sitnikov, Igor; Blundell, David
	In: Monsoon: South Asian Studies Association Journal (2022)
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19	The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
	Schaefer, Maxine. - : Open Science Framework, 2022
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20	Phonological awareness digital program: a randomized controlled study ; Programa digital para la conciencia fonológica: un estudio aleatorizado
	Lousada, Marisa; Sá-Couto, Pedro; Sá, Marta. - : Universidad Complutense de Madrid; Universidad de Castilla la Mancha; Colegio Oficial de Logopedas de Castilla la Mancha, 2022
	Abstract: The purpose of this study is to analyze the efficacy of the Phonological Awareness Digital Program (PADP) in typically developing preschool children aged 4 to 6 years. A randomized controlled trial was conducted with a total of 49 children assigned to two groups: the experimental group, EG (n=25) and the delayed control group, CG (n=24). Both groups were assessed before and after the implementation of the PADP. A follow-up study for the experimental group was also performed after two months. Outcome measures of phonological awareness skills (task 1: Syllable segmentation task; task 2: Syllable identification task; task3: Syllable omission task; task 4: Onset-rime units segmentation task; task 5: Phoneme segmentation task; task 6: Phoneme blending task) were evaluated at three separate moments. The results showed significant improvement in phonological awareness skills for the EG between the first and the second assessments for all the tasks considered. Between the second and third assessment, the results showed a significant improvement for the CG. The follow-up study also demonstrated the PADP’s efficacy. The PADP has shown to be an effective program in promoting the development of phonological awareness in children. These findings provide evidence for different professionals to use PADP with preschool children. ; El propósito de este estudio es analizar la eficacia del Programa Digital de Conciencia Fonológica (PADP) en niños en edad preescolar con desarrollo típico de 4 a 6 años. Se realizó un ensayo controlado aleatorio con un total de 49 niños asignados a dos grupos: el grupo experimental, GE (n = 25) y el grupo de control retardado, GC (n = 24). Ambos grupos fueron evaluados antes y después de la implementación del PADP. También se realizó un estudio de seguimiento para el grupo experimental después de dos meses. Medidas de resultado de las habilidades de conciencia fonológica (tarea 1: tarea de segmentación de sílabas; tarea 2: tarea de identificación de sílabas; tarea 3: tarea de omisión de sílabas; tarea 4: tarea de segmentación de unidades de inicio-tiempo; tarea 5: tarea de segmentación de fonemas; tarea 6: tarea de combinación de fonemas) fueron evaluados en tres momentos separados. Los resultados mostraron una mejora significativa en las habilidades de conciencia fonológica para el GE entre la primera y la segunda evaluación para todas las tareas consideradas. Entre la segunda y la tercera evaluación, los resultados mostraron una mejora significativa para el GC. El estudio de seguimiento también demostró la eficacia del PADP. El PADP ha demostrado ser un programa eficaz para promover el desarrollo de la conciencia fonológica en los niños. Estos hallazgos proporcionan evidencia para que diferentes profesionales utilicen PADP con niños en edad preescolar. ; published
	Keyword: Children; Phonological awareness; Program
	URL: http://hdl.handle.net/10773/33302 https://doi.org/10.5209/rlog.77402
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