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1	The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
	Schaefer, Maxine. - : Open Science Framework, 2022
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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
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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
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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)
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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
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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
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7	Bambine e ragazzi bilingui nelle classi multietniche di Torino
	Ritucci, Raffaella. - : Humboldt-Universität zu Berlin, 2018
	Abstract: Das Schulregister des Kultusministeriums MIUR verzeichnet, dass mehr als jede/r zehnte aller Schüler/innen in Italien keine italienische Staatsbürgerschaft hat, obwohl sie mehrheitlich dort geboren wurden. Zahlreiche Erhebungen weisen für sie im Vergleich zu den italienischen Mitschülern/innen geringere Italienischkenntnisse und weniger schulischen Erfolg auf. Innerhalb dieser explorativen Feldforschung haben Einzelinterviews mit 121 Schülern/innen (5.-8. Klasse) in Turiner Schulen und mit 26 Eltern, sowie die Auswertung von 141 an 27 Italienisch- und Herkunftsprachlehrer/innen verteilten Fragebögen ergeben, dass viele Schüler/innen "zweisprachige Natives" sind, da sie mit Italienisch und einer anderen Sprache aufwachsen. Dieser Polyglottismus, den die Interviewten sehr positiv bewerteten, findet jedoch in der Schulpraxis keine Entsprechung: Gezielte Förderung im Italienischen und der Unterricht der Familiensprache sind meist Wunschdenken. In der Kohorte haben die Schüler/innen mit den besten Italienischkenntnissen einen italophonen Elternteil bzw. kamen im Vorschulalter nach Italien und besuchten dort den Kindergarten. Dagegen sind, wie auch bei den INVALSI-Tests, die in Italien geborenen und die dann die Krippe besuchten, leicht benachteiligt. Was die Familiensprache angeht, verbessert ihr Erlernen die Kompetenzen darin, ohne dem Italienischen zu schaden: Im Gegenteil. Diese Ergebnisse bestätigen die wichtige Rolle der "anderen" Sprache für einen gelungen Spracherwerb. Das MIUR sollte also sein Schulregister mit Sprachdaten ergänzen, um die Curricula im Sinn der EU-Vorgaben umzuschreiben und den sprachlich heterogenen Klassen gezielte Ressourcen und definierte Vorgehensweisen zur Verfügung zu stellen. Mit geringeren Mitteln, im Vergleich zu den jetzigen Kosten für Herunterstufung, Klassenwiederholung und Schulabbruch würde man Schulerfolg, Chancengerechtigkeit und Mehrsprachigkeit fördern, mit positiven Folgen für den Einzelnen sowie für die Volkswirtschaft. ; The Italian Ministry of Education (MIUR) student register records that today in Italy more than one out of ten students is not an Italian citizen, although the majority of them were born there. Several statistical surveys indicate that "foreign" students, when compared to native students, show a poorer performance in Italian and in academic achievement. This exploratory fieldwork carried out in schools in Turin (5th to 8th grade) analyzed data obtained through semi-structured interviews with 121 students and 26 parents as well as 141 questionnaires filled in by 27 teachers of Italian and family language. It showed that many students are "bilingual natives", as they grow up acquiring both Italian and another language; however, despite the fact that the interviewees rate polyglottism positively, schools don't usually offer targeted support in either language. Within the cohort the broadest range of competences in Italian are found first among those with an Italian-speaking parent, then among those who arrived in Italy at pre-school age attending kindergarten there; this latter group shows higher competences than those born in Italy attending nursery there, as also in the INVALSI tests. As far as family language is concerned, data illustrate that its teaching increases its competences without affecting those in Italian: quite the opposite in fact. These results confirm the remarkable role played by the "other" language in successful language education. MIUR is therefore called upon to include also linguistic data in its student register, so as to redefine its curricula according to EU Guidelines, and to identify specific procedures and resources for multilingual classes. This new policy would reduce the current cost of placing students in a lower grade, grade retention and drop-outs, and would promote school success, equal opportunities and multilingualism, with positive consequences both for the individuals and for the national economy. ; L'anagrafe studenti del MIUR registra come oggi in Italia più di uno studente su dieci non è cittadino italiano, pur essendo la maggioranza di loro nata in questo paese. Numerose indagini statistiche mostrano come gli allievi "stranieri" presentino, rispetto a quelli italiani, ridotte competenze in italiano e minore successo scolastico. Questa ricerca esplorativa svolta in alcune scuole di Torino (V elementare-III media) ha analizzato dati ottenuti tramite interviste semi-strutturate a 121 studenti e 26 genitori e 141 questionari compilati da 27 insegnanti di italiano e di lingua di famiglia. Da essa è emerso che molti studenti sono "nativi bilingui", poiché crescono usando l'italiano e un'altra lingua. Questo poliglottismo, valutato dagli intervistati assai positivamente, non si rispecchia però nella prassi scolastica: un supporto mirato in italiano e l'insegnamento della lingua di famiglia sono di regola una chimera. All'interno del campione le più ampie competenze in italiano si trovano fra chi ha un genitore italofono e chi è arrivato in Italia in età prescolare frequentandovi la scuola materna; come constatato anche nei test INVALSI, chi è nato in Italia e vi ha frequentato l'asilo nido è leggermente svantaggiato. Rispetto alla lingua di famiglia risulta che il suo studio porta a migliori competenze in essa, senza nuocere all'italiano: anzi. Emerge quindi il ruolo significativo della lingua "altra" per un'educazione linguistica efficace. L'invito al MIUR è quindi di integrare la propria anagrafe con dati linguistici, così da ridefinire i propri curricula secondo le Linee Guida Comunitarie, individuando procedure e risorse specifiche per le classi multilingui. Con un investimento ridotto, paragonato con il costo attuale dato da retrocessioni, ripetenze e abbandono scolastico, si riuscirebbe a sostenere il successo scolastico, le pari opportunità e il plurilinguismo, con conseguenze positive per i singoli e per l'economia nazionale.
	Keyword: "bilingual natives"; "nativi bilingui"; "zweisprachige Natives"; 325 Internationale Migration; 363 Andere soziale Probleme und Sozialdienste; 370 Bildung und Erziehung; 371 Schulen; 372 Primär- und Elementarbildung; 373 Sekundarbildung; 375 Curricula; 379 Bildungspolitik; 400 Sprache; 408 Behandlung nach Personengruppen; 409 Geografische; 410 Linguistik; 418 Standardsprache; 450 Italienisch; 457 Varianten des Italienischen; 458 Gebrauch des Standard-Italienisch; abbandono; academic achievement; acquisition; acquisizione; allievi; alunni; anagrafe; Angewandte Linguistik; Ausländer; Bildung; Bildungsbenachteiligung; Bildungserfolg; bilingual; bilingualism; bilingue; bilinguismo; Bilinguismus; bocciatura; Chancengerechtigkeit; children; citizenship; cittadinanza; classes; classi; competences; competenze; contact linguistics; contatto linguistico; costi; costs; curricula; ddc:325; ddc:363; ddc:370; ddc:371; ddc:372; ddc:373; ddc:375; ddc:379; ddc:400; ddc:408; ddc:409; ddc:410; ddc:418; ddc:450; ddc:457; ddc:458; didactics; Didaktik; didattica; disadvantage; diversità; diversity; downgrading; dropout; economia nazionale; education; educational; equal opportunities; ER 930; Erstsprache; Familiensprache; family language; Feldforschung; field research; first language; Förderung; foreign; grade retention; guidelines; heritage language; Herkunftssprache; Herunterstufung; ingua madre; insegnamento; Integration; integrazione; INVALSI; istruzione; Italia; Italian; italiano; Italien; Italienienisch; Italy; Klassen; Klassenwiederholung; Kolonisation; Kontaktlinguistik; Kosten; Kultusministerium; L1; L2; language contact; language of origin; linee guida; lingua di famiglia; lingua di origine; linguistica di contatto; linguistico; mehrsprachig; Mehrsprachigkeit; migrant; Migrantenkinder; migranti; Migration; migrazione; Ministero dell'Istruzione; Ministry of Education; MIUR; mother tongue; multicultural; multiculturale; multiethnic; multiethnisch; multietnico; multikulturell; multilingual; multilingualism; multilingue; multilinguismo; Multilinguismus; Muttersprache; national economy; native; nativo; opportunità; parlante; performance; personenbezogene Behandlung; plurilingue; plurilinguismo; poliglotta; polyglot; polyglott; practice; prassi; prima lingua; promozione; pupils; Rätoromanisch; rendimento; retrocessione; ricerca sul campo; Richtlinie; ripetenza; Rumänisch; school; school curricula; school language; school register; school system; Schüler; Schulabbruch; Schulcurricula; Schule; Schulerfolg; schulische Tätigkeiten; Schulleistung; Schulpraxis; Schulregister; Schulsprache; Schulsystem; Schulunterricht; scolarizzazione; scuola; second language; seconda lingua; sistema scolastico; Sitzenbleiben; skills; sociolinguistica; sociolinguistics; Sonderpädagogik; Soziolinguistik; speaker; Sprachenkontakt; Sprachenvielfalt; Spracherwerb; Sprachgebrauch; Sprachkenntnisse; Sprecher; Staatsbürgerschaft; stranieri; student register; studenti; students; Studie; study; success; successo; support; supporto; svantaggio; teaching; Torino; Turin; Unterricht; use; uso; varietà; Volkswirtschaft; Vorgabe; zweisprachig; Zweisprachigkeit; Zweitsprache; Zweitspracherwerb
	URN: urn:nbn:de:kobv:11-110-18452/20257-1
	URL: https://doi.org/10.18452/19485 http://edoc.hu-berlin.de/18452/20257
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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)
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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)
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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)
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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)
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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)
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13	"Is That Right?"; Evidence of Problem Solving Thought Within a One-On-One Intervention
	Hogate, Debra
	In: Electronic Theses and Dissertations (2016)
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14	Addressing the "Elephant" in the room: exploring race and social justice in the early childhood years
	Holmes, Kathlene Alysia. - 2016
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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
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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)
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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
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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
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19	The perceptions of play among educators in kindergarten and grade one classrooms /
	Smith, Shelley.. - : Brock University, 2009
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20	The impact of a training program in phonological awareness on children's early writing
	Graham, Christina.. - : Brock University, 2009
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