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Potencializar a consciência fonológica no pré-escolar: um estudo centrado num contexto orientado pela rotina High Scope
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Consciência Fonológica em idade pré-escolar e no 1.º ano de escolaridade
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Speechreading in hearing children can be improved by training. ...
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| 24 |
Towards a Comprehensive Account of Rhythm Processing Issues in Developmental Dyslexia
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In: Brain Sciences ; Volume 11 ; Issue 10 (2021)
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| 25 |
Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study
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In: Doctoral Dissertations and Projects (2021)
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SOUNDS OF EMERGENCE: THE PEDAGOGY OF LANGUAGE AND LITERACY CON-CEPTS AND STRATEGIES IN AN EARLY LEARNING PROGRAM
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In: Middle and Secondary Education Dissertations (2021)
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The Connection Between Pre-Literacy Development and Parent Use of Strategies
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In: Honors Projects (2021)
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Improving Reading Comprehension in Arabic English Language Learners
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In: Culminating Experience Projects (2021)
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Understanding Dyslexia as a Neurological Learning Disability: A Plan for an Instructive Website for Parents and Early Elementary Teachers
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In: Culminating Experience Projects (2021)
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Predicting dual-language literacy attainment in Irish-English bilinguals: language-specific and language-universal contributions
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Barnes, Emily. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2021
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O Contributo do Educador para o Desenvolvimento Linguístico das Crianças do Pré-Escolar ; A Consciência Linguística/Práticas
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Towards a Comprehensive Account of Rhythm Processing Issues in Developmental Dyslexia
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In: Brain Sciences ; 11 (2021), 10. - 1303. - MDPI. - eISSN 2076-3425 (2021)
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Quality of L2 Input and Cognitive Skills Predict L2 Grammar Comprehension in Instructed SLA Independently
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Speechreading in hearing children can be improved by training.
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The importance of phonological awareness in learning disabilities' prevention: perspectives of pre-school and primary teachers
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Abstract:
There is robust empirical evidence regarding predictors of success in reading and writing. However, pre-school and primary teachers are not always aware of this evidence and often do not know how to apply it in practice. Considering the importance of the role of these teachers and the importance of early school years in preventing learning difficulties, it is essential to study teachers' attitudes, knowledge, and strategies for improving educational processes toward successful development of literacy skills. Particularly, recognizing the impact of phonological awareness on the development of reading skills, this study has two main research questions: What is the importance pre-school and primary teachers attribute to the promotion of phonological awareness? and Which strategies for promoting phonological awareness do they apply in their professional practice? This qualitative study includes individual interviews with 10 pre-school and primary teachers, seeking to understand the perspective of each participant about phonological awareness, its importance, and implementation in practice. Data were collected in a context of great adversity (e.g., child maltreatment, early life stress). The results reveal that both pre-school and primary teachers recognized the relevance of phonological awareness among other pre-academic skills. Regarding the activities teachers implement, in their perspective, the playfulness seems to better result to stimulate this specific skill. Preschool teachers tend to focus on the dynamics that promote syllabic, intrasyllabic and phonemic awareness. Despite recognizing the gaps in phonological awareness in the first graders, primary teachers seem not to prioritize activities that stimulate and consolidate this skill, privileging the fluency and comprehension processes. The collaborative work between professionals was highlighted as very important to optimize the stimulation phonological awareness as well as facing other learning difficulties teachers find in this context. The results are discussed considering the role of pre-school teachers and primary teachers in reading difficulties' prevention in contexts facing multiple vulnerabilities. ; info:eu-repo/semantics/publishedVersion
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Keyword:
Learning disabilities; Phonological awareness; Pre-school; Prevention; Primary school
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URL: http://hdl.handle.net/10400.14/36259
https://doi.org/10.3389/feduc.2021.750328
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| 36 |
A importância da consciência fonológica na prevenção das dificuldades de aprendizagem : perspetivas de educadoras de infância
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Contribuições das Ciências Cognitivas para a alfabetização em uma proposta de formação de professores ; Cognitive Science's input to the Literacy in a proposal for teachers training
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| 38 |
Effects of Personal FM System Use During Phonological Awareness Instruction for Children at Risk for Dyslexia
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In: Theses and Dissertations (2021)
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| 39 |
Ready or Not for K5: A Study on Early Childhood Interventions Within Special Education and General Education Setting
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In: Theses and Dissertations (2021)
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| 40 |
Developing Language-specific Screening Tools: Assessing Phonological Awareness Skills in Urdu-English Bilingual Children
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