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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 6...10 Hits 21 – 40 of 190 21 Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus Lemmer, Rabea; Schulz, Petra; Geyer, Sabrina... In: KiTa aktuell. Bayern 32 (2020) 10, S. 241-243 (2020) BASE Show details 22 Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung Gentrup, Sarah Hrsg.; Mackowiak, Katja Hrsg.; Beckerle, Christine Hrsg.. - : Verlag Julius Klinkhardt, 2020. : Bad Heilbrunn, 2020. : pedocs-Dokumentenserver/DIPF, 2020 In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020) BASE Show details 23 Kategoriensystem zur Kodierung der interaktiven Einbettung sprachlicher Beiträge von Kindern in schulischen und vorschulischen Sprachförderaktivitäten Mehlem, Ulrich; Erdogan, Ezgi In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 121-140 (2020) BASE Show details 24 Wirkzusammenhänge zwischen phonologischen Vorläuferfertigkeiten, emotionaler Kompetenz und Leseleistung. Empirische Befunde aus dem Projekt TRIO mit Kindern im Alter von 5 bis 7 Jahren Helmer, Meike. - : pedocs-Dokumentenserver/DIPF, 2020 In: 2020, 89 S. - (Masterarbeit, Universität Kassel, 2020) (2020) BASE Show details 25 Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement Mitchell, Tamra; Herrera, Socorro In: The Advocate (2020) BASE Show details 26 Wirkzusammenhänge zwischen phonologischen Vorläuferfertigkeiten, emotionaler Kompetenz und Leseleistung. Empirische Befunde aus dem Projekt TRIO mit Kindern im Alter von 5 bis 7 Jahren ... Helmer, Meike. - : :null, 2020 BASE Show details 27 Como podemos brincar com as palavras? O desenvolvimento da consciência fonológica e morfológica na educação pré-escolar Ferreira, Ana Maria de Jesus. - : Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa, 2020 BASE Show details 28 But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices Gillmore, Marina V In: National Youth Advocacy and Resilience Conference (2020) BASE Show details 29 A Teoria das Inteligências Múltiplas : Um Contributo para a Organização Curricular na Educação Pré-Escolar Lemos, Mafalda. - 2020 BASE Show details 30 Predictive Validity of Standards-based and Curriculum-embedded Assessments for Predicting Readiness at Kindergarten Entry DeCamilla, Elizabeth Ashton. - : Digital Commons @ University of South Florida, 2020 In: Graduate Theses and Dissertations (2020) BASE Show details 31 Relación entre lateralidad definida y las habilidades fonológicas en Educación Preescolar Giménez-Sánchez, José. - 2020 Abstract: This paper aims at studying the existence of a possible relation between the definition of laterality and the phonological performance of the four and five year-old students. It seeks to establish whether those students (who have determined their laterality) possess a good performance on their phonological skills. That is why, a 31 student sample was chosen from Institución Educativa Párvulos kindergarten in Manizales city. These students are going through the last two years of pre-school education, stage in which laterality as well as phonological skills are being developed and strengthened. To assess laterality, the adaptation of “Harris Test of Lateral Dominance” (Harris, 1947) has been used, which gives the lateral preference of the students. To assess the phonological performance, the “Test para la detección temprana de las dificultades en lectoescritura” (Cuetos, Suárez, Molina, y Llenderrozas, 2015) has been also used. On the test of lateral dominance, the results evidence laterality still in process of definition in all the students from the sample; even though, a small percentage (25,8%) shows certain right-hand lateral preference. Regarding their phonological performance, the highest percentage of students has a normal phonological performance (61,3%) and a good one (25,8%), as well as a small percentage with minor difficulties (9,7%) and severe (3,2%) are observed. Being the results of the research properly analyzed, it is not possible to establish a meaningful statistically relation between the variables of study. Thus, the fact that a lateral preference whether is defined or not, it is not related with a higher performance of the students in their phonological skills. ; El presente trabajo tiene como objetivo estudiar la existencia de una posible relación entre la definición de la lateralidad y el desempeño fonológico de los alumnos de 4 y 5 años. Se busca establecer si aquellos alumnos que han definido su lateralidad poseen un buen desempeño en sus habilidades fonológicas. Para ello se ha seleccionado una muestra de 31 alumnos pertenecientes a la Institución Educativa Párvulos Jardín Infantil en la ciudad de Manizales, pertenecientes a los dos últimos años de educación preescolar, etapa en la que tanto lateralidad como habilidades fonológicas se encuentran en desarrollo y afianzamiento. Para evaluar la lateralidad, se ha utilizado la Adaptación del “Harris Test of Lateral Dominance” (Harris, 1947), el cual arroja la preferencia lateral de los alumnos. Para evaluar el desempeño fonológico, se ha utilizado el “Test para la detección temprana de las dificultades en lectoescritura” (Cuetos, Suárez, Molina, y Llenderrozas, 2015). En la prueba de lateralidad, los resultados evidencian una lateralidad todavía en proceso de definición en todos los alumnos de la muestra, si bien un pequeño porcentaje (25,8%) muestra cierta preferencia lateral diestra. En cuanto a su desempeño fonológico, el mayor porcentaje de alumnos tiene un desempeño fonológico normal (61,3%) y bueno (25,8%), y se observa un pequeño porcentaje con dificultades leves (9,7%) y severas (3,2%). Analizados los resultados de la investigación, no se puede establecer que exista una relación estadísticamente significativa entre las dos variables de estudio. Por tanto, el hecho de tener o no definida una preferencia lateral, no se relaciona con un mejor desempeño de los alumnos en sus habilidades fonológicas. Keyword: educación preescolar; lateralidad; laterality; Máster Universitario en Neuropsicología y Educación; phonological processing; pre-school education; procesamiento fonológico URL: https://reunir.unir.net/handle/123456789/10566 BASE Hide details 32 Der Einsatz von Fragearten in unterschiedlich stark strukturierten Situationen im Kita-Alltag ... : Asking questions in differently structured everyday situations in early childhood education ... Schmidt, Floreana A.; Risse, Laura S.; Beckerle, Christine. - : Pabst Science Publishers, 2019 BASE Show details 33 Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children ... Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike. - : Taylor and Francis, 2019 BASE Show details 34 Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike... In: Early child development and care 189 (2019) 2, S. 339-351 (2019) BASE Show details 35 Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern Lemmer, Rabea; Ehm, Jan-Henning; Schulz, Petra... In: Frühe Bildung 8 (2019) 4, S. 181-186 (2019) BASE Show details 36 Der Einsatz von Fragearten in unterschiedlich stark strukturierten Situationen im Kita-Alltag ; Asking questions in differently structured everyday situations in early childhood education Schmidt, Floreana A.; Risse, Laura S.; Beckerle, Christine... In: Empirische Sonderpädagogik 11 (2019) 4, S. 310-317 (2019) BASE Show details 37 Primary school children and pre-service teachers' knowledge of iberian native and african savannah mammals Almeida, António; Fernández, Beatriz García; Stretch-Ribeiro, Orlando. - 2019 BASE Show details 38 Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools Harlow, Trina D. In: NPP eBooks (2019) BASE Show details 39 The Impact of Math Vocabulary on Conceptual Understanding for ELLs Valley, Vanessa In: Networks: An Online Journal for Teacher Research (2019) BASE Show details 40 Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern ... Lemmer, Rabea; Huschka, Sina; Geyer, Sabrina. - : Hogrefe, 2019 BASE Show details Page: 1 2 3 4 5 6...10

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