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Hits 2.701 – 2.720 of 2.725

2701	Linguistic Proficiency and Strategies on Reading Performance in English
	Seyed Hassan Talebi
	In: http://www.e-iji.net/dosyalar/iji_2015_1_4.pdf
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2702	Original Contribution CULTURAL STUDIES IN THE FRAMEWORK OF ENGLISH LANGUAGE TEACHING
	A. Arnaudova
	In: http://tru.uni-sz.bg/tsj/vol4n4_2006/arnaudova a.pdf
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2703	EFL Learners Setting Foot on American Land for the First Time
	Thao Lê; Quynh Lê; Ai-hwa Chen
	In: http://www.educ.utas.edu.au/users/tle/JOURNAL/issues/2008/26-4.pdf
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2704	Awareness: Word Awareness in English and Japanese Users of Chinese as a Second Language
	Benedetta Bassetti
	In: http://www.bisal.bbk.ac.uk/publications/volume2/pdf/article1pdf/
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2705	THE POETICS OF EVERYDAY LANGUAGE DR. GEOFF. HALL*
	Key Words
	In: http://cvc.cervantes.es/literatura/cauce/pdf/cauce24/cauce24_07.pdf
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2706	Metacognitive Awareness of Reading Strategies among Iranian EFL Learners in an “Input-poor ” Environment
	Mohsen Mahdavi; Majid Mehrabi
	In: http://www.issr-journals.org/links/papers.php?application%3Dpdf%26article%3DIJIAS-14-093-11%26journal%3Dijias
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2707	Spelling well despite developmental language disorder: what makes it possible?
	Rakhlin, Natalia (authoraut); Cardoso-Martins, Cláudia (authoraut); Kornilov, Sergey A (authoraut).
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2708	Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
	Wagner, Richard K (authoraut); Rashotte, Carol A (authoraut); Torgesen, Joseph K (authoraut).
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2709	Predictive validity of the get ready to read! Screener: concurrent and long-term relations with reading-related skills.
	Phillips, Beth M (authoraut); Wyatt, Marcy A (authoraut); Lonigan, Christopher J (authoraut)
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2710	A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
	Swanson, Elizabeth (authoraut); Wanzek, Jeanne (authoraut); Petscher, Yaacov (authoraut).
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2711	Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills.
	Lerner, Matthew D (authoraut); Lonigan, Christopher J (authoraut)
	Abstract: Despite the importance of phonological awareness for the development of reading in alphabetic languages, little attention has been paid to its developmental origins. In this study, dual-process, latent growth models were used to examine patterns of bidirectional relations between letter knowledge and phonological awareness during preschool. The sample comprised 358 children (mean age=48.60 months, SD=7.26). Growth models were used to quantify the unique longitudinal relations between the initial level of each skill and growth in the other skill during the preschool year, after controlling for initial level of the same skill, vocabulary, age, and growth in the code-related skill being used as a predictor. Letter-name knowledge and phonological awareness were bidirectionally related; the initial level of each uniquely predicted growth in the other. Initial letter-sound knowledge and phonological awareness growth were not uniquely related, and vocabulary was not related to growth in phonological awareness. These findings extend the evidence of the relation between letter knowledge and phonological awareness to supra-phonemic tasks, indicating that this bidirectional relation begins at an earlier point in the development of phonological awareness than previously reported. In addition, these findings help to rule out general growth in letter knowledge and phonological awareness as an alternative explanation for the bidirectional relation between these two code-related skills. ; Alphabet knowledge, Emergent literacy, Letter knowledge, Phonemic awareness, Phonological awareness, Preschool students ; P50 HD052120, R01 HD038880, 052120, HD38880 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5225463.
	Keyword: Awareness; Child; Child Development; Female; Humans; Language; Male; Phonetics; Preschool; Reading; Vocabulary
	URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A600774/datastream/TN/view/Bidirectional%20relations%20between%20phonological%20awareness%20and%20letter%20knowledge%20in%20preschool%20revisited.jpg https://doi.org/10.1016/j.jecp.2015.09.023 http://purl.flvc.org/fsu/fd/FSU_pmch_26745710
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2712	The relationship of written and oral language in children ages nine, ten, eleven
	Cameron, D. Bruce. - : University of Alberta. Department of Elementary Education.
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2713	Effect of lexical specificity on phonological retention and its implications for language comprehension
	Jacennik, Barbara.. - : University of Alberta. Department of Linguistics.
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2714	The relationship between static and dynamic measure of phonological awareness and measures of reading in children with speech-language disorders in early grades
	O'Connell, Catherine R.. - : University of Alberta. Department of Speech Pathology and Audiology.
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2715	Set and multilingual speech acquisition
	Arki, Irene. - : University of Alberta. Department of Educational Psychology.
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2716	A comparison of high and low grade four readers on their use of the logical connective because
	Zinn, Charlotte S.. - : University of Alberta. Department of Elementary Education.
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2717	The Role of Morphological Awareness in Bilingual Children's First and Second Language Vocabulary and Reading
	Gómez, Gloria Eduviges Ramírez. - NO_RESTRICTION
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2718	The Effects of Morphological Awareness on Reading in Chinese and English Among Young Chinese Children: A Longitudinal Study
	Lam, Katie Yan Yan. - NO_RESTRICTION
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2719	Development of English and French Literacy among Language Minority Children in French Immersion
	Au-Yeung, Karen. - NO_RESTRICTION
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2720	Morphological awareness in German as a foreign language: the case of adjective + noun compounds
	Pichler, Anna Malena
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