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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 Hits 1 – 20 of 45 1 The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ... Schaefer, Maxine. - : Open Science Framework, 2022 BASE Show details 2 國小一年級新住民學生注音符號教學之行動研究 ; Action Research on Teaching First-Grade New Immigrant Students Mandarin Phonetic Symbols 王韋潔; WANG, WEI-CHIEH. - 2021 BASE Show details 3 A multi-sensory tutoring program for students at-risk of reading difficulties: Evidence from a randomized field experiment Bøg, Martin; Dietrichson, Jens; Aldenius, Anna. - : Uppsala: Institute for Evaluation of Labour Market and Education Policy (IFAU), 2019 BASE Show details 4 Cultivate reading for personal purpose in the 1st year of primary school. Impact and expertise of the teacher. ; CULTIVER LA LECTURE PRIVEE EN CLASSE DE CP. Effet et savoir-faire de l’enseignant. Vadcar, Anne. - : HAL CCSD, 2018 In: https://tel.archives-ouvertes.fr/tel-02014433 ; Education. Université Grenoble Alpes, 2018. Français. ⟨NNT : 2018GREAL024⟩ (2018) BASE Show details 5 Práticas de literacia familiar, competências linguísticas e desempenho em leitura no primeiro ano de escolaridade Martins, Margarida Alves; Salvador, Liliana Ferreira dos Santos. - : Instituto Superior de Psicologia Aplicada, 2018 BASE Show details 6 Aprender a ler, escrevendo : Impacto de um programa de escrita na leitura de crianças do 1º ano do E.B. em risco de desenvolver dificuldades de aprendizagem Salvador, Liliana Ferreira dos Santos. - 2018 BASE Show details 7 Bambine e ragazzi bilingui nelle classi multietniche di Torino Ritucci, Raffaella. - : Humboldt-Universität zu Berlin, 2018 BASE Show details 8 Verbal -s Productions in the Structured Writing Samples of Variable AAE-Speaking Fourth-Grade Students With and Without Language Impairment Felton, Jacklyn High In: Doctoral Dissertations (2017) BASE Show details 9 Exploring the Relationship Between the Use of a Selected Phonics Curriculum and the Oral Reading Fluency and Nonsense Word Fluency Scores of First-grade Students Day, Bryce B. In: All Graduate Theses and Dissertations (2017) BASE Show details 10 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 11 Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement. McLean, Leigh; Sparapani, Nicole; Toste, Jessica R... In: Journal of school psychology, vol 56 (2016) BASE Show details 12 Teaching writing in first grade: a description of teachers’ practices in 131 classes ; L’enseignement de l’écriture en CP : description des pratiques enseignantes dans 131 classes Pasa, Laurence; Totereau, Corinne; Soulé, Yves... In: ISSN: 0755-7817 ; EISSN: 2263-5947 ; Repères : Recherches en didactique du français langue maternelle ; https://hal.archives-ouvertes.fr/hal-01348845 ; Repères : Recherches en didactique du français langue maternelle, ENS Lyon, 2016, Lecture et écriture : les choix des enseignants au début de l’école élémentaire, pp.97-120. ⟨10.4000/reperes.950⟩ ; http://reperes.revues.org/950 (2016) BASE Show details 13 "Is That Right?"; Evidence of Problem Solving Thought Within a One-On-One Intervention Hogate, Debra In: Electronic Theses and Dissertations (2016) BASE Show details 14 Addressing the "Elephant" in the room: exploring race and social justice in the early childhood years Holmes, Kathlene Alysia. - 2016 BASE Show details 15 O ensino da leitura e da escrita no 1º ano de escolaridade: os resultados dos alunos em leitura Gaitas, Sérgio Miguel Protásio. - : ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida, 2014 BASE Show details 16 Advancing the speaking and listening skills of English language learners in the primary grades through creative drama Brouillette, Liane In: Brouillette, Liane. (2012). Advancing the speaking and listening skills of English language learners in the primary grades through creative drama. TESOL Journal, 3(3), 138 - 145. doi:10.1002/tesj.8. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/6wr3450h (2012) BASE Show details 17 幼小教師及大班家長對幼小銜接準備度之觀點與作法 ; Perspectives and Approaches of Kindergarten Teachers First Grade Teachers and Kindergarten Parents toward Kindergarten Children’s Readiness for Elementary School 張玟君; Chang Wen-chun. - 2012 BASE Show details 18 Examining the Effect of an Overt Transition Intervention on the Reading Development of At-Risk English-Language Learners in First Grade Burns, Darci A., 1967-. - : University of Oregon, 2011 BASE Show details 19 The perceptions of play among educators in kindergarten and grade one classrooms / Smith, Shelley.. - : Brock University, 2009 BASE Show details 20 The impact of a training program in phonological awareness on children's early writing Graham, Christina.. - : Brock University, 2009 Abstract: This study examined the effects that a training program in phonological awareness had on the early writing skills of children in a Grade One class in the Lincoln County Separate school system. The intent of the training program was to provide consistent and systematic practice in the manipulation of the phonological structure of language. The games and activities of the training program were related to a framework of developmental phonological skills and practised in a group setting during an unstructured period of the regular classroom schedule. The training program operated three days in a six-day cycle for approximately twenty minutes a day, from November until mid-March. All children were tested at the outset and conclusion of the study to determine level of functioning in letter identification, word recognition, verbal intelligence, phonological awareness and spelling. Results of the pre-tests and post-tests were compared to determine differences between the experimental and control groups over time. In addition, a systematic analysis of the children's writing looked at the development of the spelling of regular and irregular words. The results of this study provided strong support for the hypothesis that the treatment group would progress through the stages of early writing development more quickly than children without such training. On the basis of differences between the groups over time, it was evident that training in phonological awareness had a direct positive effect on the spelling of regular words for children during the early stages of writing. The training program did not have a significant effect on the spelling of irregular words. Test results evaluating phonological awareness indicated a significant difference within each group over time but no significance between the groups during the experimental period. It would appear that the results of these tests reflect maturational changes in the child rather than causal effects of the training program. Nor did the effects of the training program transfer significantly to other aspects of language. Although some of the hypotheses considered were not supported by the study, the results do indicate that children during the early stages of writing development can benefit from a training program in phonological awareness. The theoretical direction for effective programming as a result of this study is discussed. The educational implications of training phonological awareness concurrent to beginning efforts in writing are considered. Keyword: Children's writings; Creative writing--Study and teaching (Primary)--Ontario; First grade (Education); Language awareness in children URL: http://hdl.handle.net/10464/2151 BASE Hide details Page: 1 2 3

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