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Hits 161 – 180 of 503

161	Trainee Characteristics and Achievement during Special Operations Forces Initial Acquisition Foreign Language Training
	Surface, Eric A; Harman, Reanna P
	In: DTIC (2012)
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162	United States Special Operations Command's Foreign Language Proficiency Bonus at ILR 1/1+: Initial Review and Recommended Changes to Improve Results and Lower Cost
	Surface, Eric A; Ward, Stephen J
	In: DTIC (2012)
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163	Rapid Automatized Naming and Adult Reading Abilities: Review
	Jans, Marisa. - 2012
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164	Rapid Automatized Naming and Adult Reading Abilities: Review
	Jans, Marisa. - : University of Alberta, 2012
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165	Da poesia ao desenvolvimento da competência literária: propostas metodológicas e didáticas para o ensino-aprendizagem da língua portuguesa nos 1.º e 2.º ciclos do ensino básico
	Melo, Isabel Maria Pinto do Souto e. - 2012
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166	A Study of the Use of the HAT Afrikaanse Skoolwoordeboek by Primary School Children
	Michele F. van der Merwe
	In: Lexikos, Vol 22, Pp 352-366 (2012) (2012)
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167	Towards a Multilingual Dictionary of Academic Words Op weg na 'n meertalige woordeboek van akademiese woorde
	Julia Read; Marguerite Ambrose
	In: Lexikos, Vol 9, Iss 1 (2012) (2012)
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168	The contribution of age and reading instruction to oral narrative and pre-reading skills
	Schaughency, Elizabeth; Suggate, Sebastian; Reese, Elaine
	In: First language. - London [u.a.] : SAGE Publ. 31 (2011) 4, 379-403
	BLLDB
	OLC Linguistik
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169	La compétence orthographique d'élèves dyslexiques du primaire
	Plisson, Anne. - 2011
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170	ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНЦИИ БАКАЛАВРОВ ПО ПРОФИЛЮ «РЕКЛАМА И СВЯЗИ С ОБЩЕСТВЕННОСТЬЮ»
	Перлова, О.. - : Государственное образовательное учреждение высшего профессионального образования "Московский государственный лингвистический университет", 2011
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171	Using Visual Art to Teach Prepositional Phrases
	Quinn, Robert D.
	In: Quinn, Robert D.(2011). Using Visual Art to Teach Prepositional Phrases. Journal for Learning through the Arts, 7(1). doi:10.21977/D97110005. Retrieved from: http://www.escholarship.org/uc/item/7mh7c7p4 (2011)
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172	Reading Accuracy vs. Reading Comprehension in Two Children with Autism Spectrum Disorder
	Hambley, Ellen. - 2011
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173	Effective literacy programmes and independent reading in African contexts
	Klass, Anthony; Trudell, Barbara. - : Routledge/Taylor & Francis, Litd; University of South Africa Press, 2011
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174	Cognitive profiles of poor readers of Kannada
	Nag, S; Snowling, MJ
	In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2011)
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175	Literacy Disorders
	Muter, V; Snowling, MJ
	In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2011)
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176	Using curriculum-based measurement of reading to inform practice and improve student achievement
	Sandberg Patton, Karen Louise. - : uga, 2011
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177	“A ler bem vou mais além”: estudo da relação entre as competências leitoras e pré-leitoras e a obtenção de melhores resultados a língua portuguesa no 1º ano de escolaridade
	Almeida, Sara Filipa Ferreira de. - : [s.n.], 2011
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178	Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills
	Stephenson, Kathy. - : University of Alberta. Department of Educational Psychology., 2011
	Abstract: Degree: Doctor of Philosophy ; Abstract: This thesis consists of three separate papers broadly examining how different environmental and child variables affect language and literacy acquisition in two or more orthographies. The first paper is a quantitative meta-analysis of studies that have examined the effects of shared book reading on language, emergent literacy skills, and reading achievement with preschool children. The results suggest that shared book reading explained approximately 7% of variance in all the language and literacy measures combined. The mean effect size of shared book reading was slightly larger for the combined language measures (d = 0.77) than for the combined emergent literacy measures (d = 0.57), or the combined reading achievement measures (d = 0.63). An examination of the effects of shared book reading on specific language, emergent literacy, and reading skills revealed that shared book reading is more related to some skills than others. The second paper examines the effects of home literacy (shared book reading, teaching activities, and number of books), children’s task-focused behaviour, and parents’ beliefs and expectations about their child’s reading and academic ability on Kindergarten children’s (N = 61) phonological sensitivity and letter knowledge and on Grade 1 word reading. The results showed that after controlling for nonverbal IQ and vocabulary, parent teaching activities prior to Kindergarten predicted significantly letter knowledge; parents’ beliefs about their children’s reading ability predicted significantly phonological sensitivity and Kindergarten word reading; and children’s task-focused behaviour predicted significantly letter knowledge and Kindergarten and Grade 1 word reading The third paper reports on a cross-linguistic longitudinal study that examines the environmental, behavioural, and cognitive predictors of Grade 3 word reading fluency, passage comprehension, and spelling in children learning to read in an orthographically inconsistent language (English) and in an orthographically consistent language (Greek). Results indicated that home literacy factors did not directly predict Grade 3 reading or spelling skills for either the English- or Greek-speaking samples. Task-focused behaviour directly predicted spelling for the Greek-speaking sample. Vocabulary was more important for reading and spelling in English than in Greek. Letter knowledge was more important for spelling in Greek and for passage comprehension in English.
	Keyword: Emergent literacy skills; Home literacy environment; Motivations; Reading skills; Shared book reading
	URL: http://hdl.handle.net/10048/1712 https://era.library.ualberta.ca/items/4d2dbb97-fd43-4ecf-a496-acd944b382fc https://doi.org/10.7939/R3X321
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179	Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills
	Stephenson, Kathy. - : University of Alberta. Department of Educational Psychology., 2011
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180	Prädikatoren des Leseverständnisses bei Grundschulkindern der dritten Schulstufe
	Dorn, Stefanie; Huemer, Yvonne Alexandra; Klausecker, Maria. - 2011
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