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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 4 5 Hits 1 – 20 of 94 1 Tisago Tausabo Po : SIL PNG, 2022 BASE Show details 2 Rhyming in the context of the phonological awareness of pre-school children ; Rima v kontekstu fonološke ozaveščenosti predšolskih otrok Grofčíková, Soňa; Máčajová, Monika In: CEPS Journal 11 (2021) 1, S. 115-138 (2021) BASE Show details 3 "Einfache" Wörter für Leseanfänger. Kriterien und Auswahllisten "leseleichter" Wörter Brügelmann, Hans. - : pedocs-Dokumentenserver/DIPF, 2021 In: 2021, 43 S. (2021) BASE Show details 4 Rhyming in the context of the phonological awareness of pre-school children ... : Rima v kontekstu fonološke ozaveščenosti predšolskih otrok ... Grofčíková, Soňa; Máčajová, Monika. - : University of Ljubljana, 2021 BASE Show details 5 The dramatic impact of explicit instruction on learning to read in a new writing system ... Lally, Clare. - : Open Science Framework, 2021 BASE Show details 6 Desenvolvimento da consciência fonológica no 1º ano do 1º CEB Carreira, Patrícia Ferreira Amado. - 2021 Abstract: Projeto de intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Didática da Língua Portuguesa no 1.º e 2.º ciclo do Ensino Básico ; Este estudo surge no âmbito da necessidade da melhoria da aprendizagem da leitura, como fator essencial ao combate do insucesso escolar e suas consequências. Aborda-se a literatura especializada, mencionando o contributo e a importância da consciência fonológica para a aprendizagem da leitura, bem como se releva a importância de uma intervenção didática em contexto escolar. É apresentado um programa de intervenção didática “desenvolvido e devidamente ajustado às propriedades linguísticas do português europeu e aos requisitos da aprendizagem da leitura e escrita no referido sistema alvo” (Carvalho, 2012) – Programa de Desenvolvimento de Consciência Fonológica (Carvalho 2017), para o contexto de sala de aula, como instrumento para o desenvolvimento da consciência fonológica de alunos do 1º ano de escolaridade. Tendo em conta os objetivos do estudo, procurou-se identificar competências fonológicas de 38 crianças provenientes de duas turmas de 1º ano de escolaridade, no início do ano letivo, antes do início da sua alfabetização. Aplicou-se o programa de desenvolvimento de consciência fonológica a 19 crianças pertencentes ao grupo experimental. Por fim, mediu-se a eficácia do programa no desempenho da consciência fonológica das crianças sujeitas à intervenção, em comparação com as do grupo não intervencionado. Concluiu-se que o programa é eficaz no desenvolvimento da consciência fonológica dos alunos de 1º ano do 1º ciclo do Ensino Básico. ; Abstract This study arises from the need to improve reading acquisition, as aprime factor to prevent school failure and its consequences. Specialized literature is approached, mentioning the contribution and importance of phonological awareness to learning to reading acquisition, as well as the importance of a didactic intervention in classroom. A didactic intervention program “developed and properly adjusted to the linguistic properties of European Portuguese and the requirements of learning to read and write in that target system” is presented (Carvalho, 2012) – Phonological Awareness Development Program (Carvalho, 2017) for classroom context as an instrument for the development of phonological awareness of 1st grade students. Taking into account the objectives of the study, an attempt was made to identify the phonological skills of 38 children from two classes of 1st year of schooling, at the beginning of the school year, before the beginning of their reading learning process. The phonological awareness development program was applied to 19 children belonging to the experimental group. Finally, the effectiveness of the program on the performance of the phonological awareness of children subjected to the intervention was measured, in comparison with those of the non-interventioned group. It was concluded that the program is effective in developing the phonological awareness from 1st grade students of 1º ciclo do Ensino Básico em Portugal. ; N/A Keyword: 1st year of Portugal´s schooling; Aprendizagem da leitura; Avaliação; Consciência fonológica; Evaluation; Intervenção pedagógica; Intervention program; Learning to read; Phonological awareness URL: http://hdl.handle.net/10400.21/14539 BASE Hide details 7 Consciência Fonológica em idade pré-escolar e no 1.º ano de escolaridade Almeida, Catarina Alexandra Santos. - 2021 BASE Show details 8 El procés d’aprenentatge de la lectura i l’escriptura a una zona rural guatemalenca dintre del “Programa d’Intercanvi d’Experiències Educatives” d’Escoles Solidàries. Un estudi de cas Galarza Barrachina, Elena. - : Universitat Jaume I, 2021 BASE Show details 9 Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern Valtin, Renate In: Valtin, Renate [Hrsg.]; Naegele, Ingrid [Hrsg.]: "Schreiben ist wichtig!". Grundlagen und Beispiele für kommunikatives Schreiben(lernen). 4. Auflage. Frankfurt a.M. : Arbeitskreis Grundschule e.V. 1994, S. 23-53. - (Beiträge zur Reform der Grundschule; 67/68) (2020) BASE Show details 10 Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern ... Valtin, Renate. - : Arbeitskreis Grundschule e.V., 2020 BASE Show details 11 Entre poesia e magia na construção de aprendizagens nos 1.º e 2.º Ciclos do Ensino Básico Bastos, Joana Filipa Cruz. - : Instituto Politécnico do Porto. Escola Superior de Educação, 2020 BASE Show details 12 Interactive Audio Pens, Home Literacy Activities and Emergent Literacy Skills Pfost, Maximilian; Freund, Jana G. In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 13 ; 3 ; 337-349 (2020) BASE Show details 13 A leitura em voz alta: Contributos da leitura em voz alta Coradinho, Catarina. - 2020 BASE Show details 14 Anaphoric Processing and Reading: a systematic review and considerations to teaching and learning to read Ana Cláudia Souza; Bruna Alexandra Franzen In: Signum: Estudos da Linguagem, Vol 23, Iss 1, Pp 8-28 (2020) (2020) BASE Show details 15 Effects of reading and spelling predictors before and after school entry. Evidence from a German longitudinal study Schmitterer, Alexandra M. A.; Schroeder, Sascha In: Learning and instruction (2019) 59, S. 46-53 (2019) BASE Show details 16 Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms Bravo Granström, Monica. - : Logos Verlag, 2019. : Berlin, 2019. : pedocs-Dokumentenserver/DIPF, 2019 In: Berlin : Logos Verlag 2019, 310 S. - (Zugl.: Weingarten, Univ., Diss., 2018) (2019) BASE Show details 17 Effects of reading and spelling predictors before and after school entry. Evidence from a German longitudinal study ... Schmitterer, Alexandra M. A.; Schroeder, Sascha. - : Elsevier, 2019 BASE Show details 18 Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms ... Bravo Granström, Monica. - : Logos Verlag, 2019 BASE Show details 19 Young children's ability to distinguish thematic relations. Development and predictive value for early reading ... Schmitterer, Alexandra M. A.; Schroeder, Sascha. - : Elsevier, 2019 BASE Show details 20 The Changing Role of Phonology in Reading Development Sara V. Milledge; Hazel I. Blythe In: Vision ; Volume 3 ; Issue 2 (2019) BASE Show details Page: 1 2 3 4 5

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