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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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Abstract:
Children's language development is an arguably integral part of early childhood education. This research departs from the assumption that morphological awareness encompassing sensitivity to word units plays a critical role in ascertaining the success of children's reading skills in school. The purpose of the present study was two-fold: i) to assess the level of morphological awareness of preschool children, and ii) to reveal the types of learning and guidance activities in the classroom that facilitate the development of children's linguistic awareness and early literacy in general. Data were obtained through a set of morphological awareness tasks (a judgment task and a word analogy task) to kindergarten students aged 4-6 years, classroom observations, and interviews with the teachers. By virtue of an exploratory nature of this research, the data stemmed from one kindergarten in a North Bandung area, Indonesia. Findings reveal that the kindergarten children, in general, have demonstrated early signs of morphological awareness owing to ongoing language development. Their morphological awareness level appears to be contingent on the extent of their morphological knowledge. Pedagogically, it is found that the teachers have provided the students with various types of morphological knowledge learning and guidance activities in the school to help hone the awareness. Implicationally, explicit morphological awareness and vocabulary instruction need to be implemented in a preschool context to prepare children’s later academic success.
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Keyword:
early childhood; instruction and guidance activities; kindergartners; Language. Linguistic theory. Comparative grammar; LC8-6691; morphological awareness; P101-410; reading skill; Special aspects of education
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URL: https://doaj.org/article/82c80611a0fa45b98b188fb02867fe40 https://doi.org/10.17509/ijal.v9i1.16887
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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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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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