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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 55 1 Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders [<Journal>] Chambrè, Susan J. [Verfasser]; Ehri, Linnea C. [Verfasser]; Ness, Molly [Verfasser] DNB Subject Category Language Show details 2 Associations between language and literacy skills and sight word learning for native and nonnative English-speaking kindergarteners [<Journal>] Miles, Katharine Pace [Verfasser]; McFadden, Karen E. [Verfasser]; Ehri, Linnea C. [Verfasser] DNB Subject Category Language Show details 3 Morpho-phonemic Analysis Boosts Word Reading for Adult Struggling Readers Locke, John L.; Gray, Susan H.; Ehri, Linnea C. In: Communication Sciences and Disorders Faculty Publications (2018) BASE Show details 4 Orthographic facilitation of first graders’ vocabulary learning: does directing attention to print enhance the effect? [<Journal>] Chambré, Susan J. [Verfasser]; Ehri, Linnea C. [Sonstige]; Ness, Molly [Sonstige] DNB Subject Category Language Show details 5 Do 2nd and 3rd grade teachers’ linguistic knowledge and instructional practices predict spelling gains in weaker spellers? [<Journal>] Puliatte, Alison [Verfasser]; Ehri, Linnea C. [Sonstige] DNB Subject Category Language Show details 6 Mentoring teachers in systematic phonics instruction: effectiveness of an intensive year-long program for kindergarten through 3rd grade teachers and their students [<Journal>] Ehri, Linnea C. [Verfasser]; Flugman, Bert [Sonstige] DNB Subject Category Language Show details 7 Morpho-phonemic analysis boosts word reading for adult struggling readers [<Journal>] Locke, John L. [Sonstige]; Gray, Susan H. [Verfasser]; Ehri, Linnea C. [Sonstige] DNB Subject Category Language Show details 8 Morpho-phonemic analysis boosts word reading for adult struggling readers Gray, Susan H.; Ehri, Linnea C.; Locke, John L.. - : Springer Netherlands, 2017 BASE Show details 9 Spelling pronunciations help college students remember how to spell difficult words [<Journal>] Ehri, Linnea C. [Sonstige]; Ocal, Turkan [Verfasser] DNB Subject Category Language Show details 10 Pronouncing new words aloud during the silent reading of text enhances fifth graders' memory for vocabulary words and their spellings Rosenthal, Julie; Ehri, Linnea C. In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 8, 921-950 BLLDB OLC Linguistik Show details 11 Using semantic ambiguity instruction to improve third graders' metalinguistic awareness and reading comprehension: an experimental study Zipke, Marcy; Ehri, Linnea C.; Cairns, Helen Smith In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 44 (2009) 3, 300-321 BLLDB Show details 12 Using Semantic Ambiguity Instruction to Improve Third Graders' Metalinguistic Awareness and Reading Comprehension: An Experimental Study Zipke, Marcy; Ehri, Linnea C.; Cairns, Helen Smith In: Education Faculty Publications (2009) Abstract: An experiment examined whether metalinguistic awareness involving the detection of semantic ambiguity can be taught and whether this instruction improves students' reading comprehension. Lower socioeconomic status third graders (M age = 8 years, 7 months) from a variety of cultural backgrounds (N = 46) were randomly assigned to treatment and control groups. Those receiving metalinguistic ambiguity instruction learned to analyze multiple meanings of words and sentences in isolation, in riddles, and in text taken from the Amelia Bedelia series (Parish, 1979, 988). The control group received a book-reading and discussion treatment to provide special attention and to rule out Hawthorne effects. Results showed that metalinguistic ambiguity instruction was effective in teaching students to identify multiple meanings of homonyms and ambiguous sentences and to detect inconsistencies in text. Moreover, this training enhanced students' reading com prehension on a paragraph-completion task but not on a multiple-choice passage-recall task, possibly because the two tests differ in the array of linguistic or cognitive correlates influencing performance. Comprehension monitoring was not found to mediate the relationship between ambiguity instruction and reading comprehension. Results carry implications for the use of language-based methods to improve reading comprehension in the classroom. Keyword: and Research; Curriculum and Instruction; Education; Educational Assessment; Educational Methods; Elementary education; Evaluation URL: https://digitalcommons.providence.edu/cgi/viewcontent.cgi?article=1002&context=education_fac https://digitalcommons.providence.edu/education_fac/3 BASE Hide details 13 Word recognition in beginning literacy Ehri, Linnea C. (Hrsg.); Metsala, Jamie L. (Hrsg.). - New York, NY [u.a.] : Routledge, 2008 BLLDB UB Frankfurt Linguistik Show details 14 Spellings of words: a neglected facilitator of vocabulary learning Ehri, Linnea C.; Rosenthal, Julie In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 39 (2007) 4, 389-409 BLLDB OLC Linguistik Show details 15 Beginners remember orthography when they learn to read words: the case of doubled letters Ehri, Linnea C.; Wright, Donna-Marie In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 28 (2007) 1, 115-133 BLLDB OLC Linguistik Show details 16 Development of sight word reading : phases and findings Ehri, Linnea C. In: The science of reading (Oxford, 2005), p. 135-154 MPI für Psycholinguistik Show details 17 Development of sight word reading : phases and findings Ehri, Linnea C. In: The science of reading. - Malden [u.a.] : Blackwell (2005), 135-154 BLLDB Show details 18 Movement into reading : is the first stage of printed word learning visual or phonetic ? Ehri, Linnea C.; Wilce, Lee S. In: Psycholinguistics (London [etc.], 2002), 4 ; p. 407-429 MPI für Psycholinguistik Show details 19 Phonemic awareness instruction helps children learn to read : evidence from the National Reading Panel's meta-analysis Ehri, Linnea C.; Nunes, Simone R.; Willows, Dale M.... In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 36 (2001) 3, 250-287 BLLDB Show details 20 The ABCs of spelling : development, assessment, and intervention Apel, Kenn (Hrsg.); Masterson, Julie J. (Hrsg.); Treiman, Rebecca (Mitarb.)... In: Topics in language disorders. - Hagerstown, Md. : Lippincott Williams & Wilkins 20 (2000) 3, III-VIII, 1-93 BLLDB Show details Page: 1 2 3

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