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Phonological awareness and alphabet knowledge in the acquisition of literacy skills
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Language and cultural awareness of a non-native ESP teacher
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In: Integration of Education (2019)
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Das Potenzial sprachlicher Heterogenität im Literaturunterricht
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Strategies for multilingual cooperative writing in the German as a second language classroom
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Effets d’un dispositif plurilingue d’enseignement de l’orthographe grammaticale française sur les apprentissages d’élèves du secondaire en milieu pluriethnique et plurilingue
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Efeitos de intervenções em letramento emergente: uma revisão bibliográfica na base SciELO ; Effects of emergent literacy interventions: a literature review in the Scielo database
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L'ús de la gestualitat en el desenvolupament de la consciència morfològica dels aprenents de l'anglès com a llengua estrangera
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149 |
Reading development in children with cochlear implants who communicate via spoken language: A psycholinguistic investigation
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Kindergartners’ morphological awareness, its instruction and guidance in the Indonesian context
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 1, Pp 138-147 (2019) (2019)
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Phonology-based reading instruction to improve dyslexic students’ early reading ability
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 2, Pp 443-462 (2019) (2019)
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Abstract:
Dyslexic students struggle to learn how to read. Yet, few studies reported on how dyslexic students learn to read. In this respect, special education teachers have adopted a myriad of ways to overcome dyslexic students’ reading problems. To respond to this need, the purpose of this study is to examine how phonology-based reading instruction could help dyslexic students improve their early reading abilities. Grounded in a mixed methods research design, four dyslexic students of primary school were recruited to participate in this study. The results of the study showed that the phonology-based reading instruction had a positive impact on improving the dyslexic students’ early reading abilities, particularly in Bahasa Indonesian-medium reading texts. This suggests that phonology-based reading instruction could effectively be implemented if special education teachers could enact phonological instruction as a prerequisite for identifying the students’ early reading ability and phonics instruction as an instructional reinforcement for building students’ early reading repertoire.
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Keyword:
dyslexia; early reading; Language. Linguistic theory. Comparative grammar; LC8-6691; P101-410; phonological awareness; Special aspects of education; special education
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URL: https://doaj.org/article/d47671c0f7964c889274d110df72d30b https://doi.org/10.17509/ijal.v9i2.20242
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Intercultural awareness and its misrepresentation in textbooks
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In: Colombian Applied Linguistics Journal, Vol 21, Iss 2, Pp 179-193 (2019) (2019)
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REFLECTIVE THINKING STRATEGIES FOR DEVELOPING EFL LITERARY READING SKILLS AND METACOGNITIVE READING AWARENESS
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 3, Iss 2, Pp 162-177 (2019) (2019)
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Post-French Immersion Student Perceptions of Parallel Concordancing: A Mixed Methods Study
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Enhancing Critical Awareness through Socratic Pedagogy
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In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 3, Pp 515-536 (2019) (2019)
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Consciência dos constituintes fonológicos: ordem de estabilização em crianças portuguesas
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In: Linguística : Revista de Estudos Linguísticos da Universidade do Porto, Vol 14, Pp 9-34 (2019) (2019)
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Éveil aux langues per alunni della scuola primaria: il progetto Musiche dal mondo del CLA-UniTO
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In: Linguae &. Rivista di Lingue e Culture Moderne, Vol 18, Iss 1, Pp 83-99 (2019) (2019)
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From grammar to reading: a study on referential dependencies
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 (2019)
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Phonological awareness in elementary school students with low versus normal vision: a comparative study
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In: Revista CEFAC, Vol 21, Iss 4 (2019) (2019)
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MORPHOLOGICAL AWARENESS AND ITS CORRELATION WITH EFL READING COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 121-136 (2019) (2019)
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