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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 Abstract: Tese de Doutoramento em Psicologia Aplicada, Área de especialidade Psicologia Educacional ; O presente estudo teve como objetivo caracterizar as práticas de ensino da linguagem escrita em Portugal e perceber o seu impacto na aquisição da leitura no final do 1º ano de escolaridade. A primeira etapa deste estudo correspondeu a um estudo descritivo e comparativo com o realizado por Fijalkow (2003) em França. A partir da resposta a um questionário de 883 professores foi possível verificar que os professores dos dois países se aproximam no que diz respeito aos aspetos metodológicos do ensino da leitura e à avaliação da leitura e da escrita dos alunos. Contudo, os professores portugueses dizem utilizar com maior frequência do que os professores franceses, atividades a partir de livros infantis, outros materiais para além do manual e diferentes propostas de escrita. Na segunda etapa deste estudo, o questionário utilizado foi validado através da sua estrutura fatorial e foram utilizados os fatores revelados para a realização de uma análise hierárquica de clusters. Esta análise revelou três grupos de professores: a) um grupo de professores que centra as suas práticas no ensino do código da linguagem escrita (unidades curtas); b) um grupo que realça a construção de significado na interação com o material escrito (unidades longas); c) e um grupo de professores que reúne nas suas práticas características de ambos os grupos referidos anteriormente (unidades diversificadas). A terceira etapa realizada diz respeito à validação das respostas do questionário através da observação de sala de aula. Foram selecionados 5% dos professores de cada um dos três grupos constituídos (N=42). Cada professor foi observado duas vezes durante 60 minutos em situações escolhidas por si como situações privilegiadas para o ensino da linguagem escrita. Através da utilização de uma grelha de observação que divide as atividades desenvolvidas em atividades que remetem para o código ou para o significado, foi possível confirmar as respostas ao questionário para 55% dos professores participantes. No sentido de perceber o impacto das práticas dos professores na aquisição da leitura dos alunos foram selecionados os professores cujas observações foram coincidentes com as respostas ao questionário e avaliados os seus alunos com recurso a três provas de leitura: leitura de palavras isoladas, decisão lexical e compreensão. Participaram 461 alunos distribuídos pelos três grupos referidos anteriormente. Através da realização de uma MANCOVA, controlando a escolaridade das mães dos alunos, verificou-se que os alunos do grupo unidades diversificadas obtêm melhores resultados em todas as provas do que os alunos dos outros dois grupos. Foi ainda possível constatar que não existiram diferenças de desempenho entre os alunos do grupo unidades curtas e os alunos do grupo unidades longas. ; ABSTRACT: The present study aimed to characterize the teaching practices of written language and understand its impact on reading acquisition by the end of 1st grade. The first step of this study was a descriptive and comparative study to the one conducted by Fijalkow (2003) in France. Based on questionnaire answers of 883 teachers, we found that teachers from both countries have similar approaches regarding methodological aspects of teaching of reading and students’ assessment of reading and writing abilities. However, Portuguese teachers stated that they use more frequently activities from children's literature, other materials besides the manual and different writing proposals than French teachers. In the second step of the study, the questionnaire was validated through its factorial structure and the factors disclosed were used to perform a hierarchical cluster analysis. This analysis revealed three groups of teachers: a) a group of teachers who focus its practices in teaching the code of written language (short units), b) a group that emphasizes the construction of meaning in interaction with the written material (long units), c) and a group of teachers who gathered in their practices characteristics of both groups mentioned above (diversified units). The third step concerns the validation of the questionnaire answers through classroom observation. 5% of the teachers in each of the three groups were selected (N=42). Each teacher was observed twice during 60 minutes in situations identified by them as privileged situations for teaching written language. Using an observation grid which divides the activities conducted in code-activities or the meaning-activities it was possible to confirm questionnaire answers for 55% of the participating teachers. In order to understand the impact of teachers’ practices in students reading acquisition, teachers whose observations were coincident with the questionnaire answers were selected and their students were evaluated using three reading tests: single words reading, lexical decision task and comprehension task. Participants were 461 students distributed through the three groups previously mentioned. By conducting a MANCOVA, controlling mothers’ education level, we concluded that students in the diversified unit group obtain better results in all reading tests than students from the other groups. It was also possible to confirm that there were no differences in performance between students of the short units group and students of the long units group. ; Tese de Doutoramento em Psicologia Aplicada, Área de especialidade Psicologia Educacional ; Apoio financeiro da Fundação para a Ciência e Tecnologia (SFRH/BD/64630/2009) Keyword: Educational psychology; Ensino da linguagem escrita; First grade; Práticas de ensino; Primeiro ano; Psicologia educacional; Reading outcomes; Resultados em leitura; Teaching practices; Teaching written language URL: http://hdl.handle.net/10400.12/2734 BASE Hide 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 BASE Show details Page: 1 2 3

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