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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 Hits 1 – 3 of 3 1 Literacy skills: phonics in the pre-primary classroom Fernández Molina, Javier; Molla Diez, María Teresa; Sánchez Quero, Manuel; Mateo Guillén, Copelia; Miralles-Alberola, Dolores; Alonso Valls, Elena; Navas Castillo, Carlos; Miquel Abril, Ana; García Cubillo, Victoria Coral; Vidal Reyes, Raquel. - : Universitat d’Alacant, 2021 Abstract: There is a plethora of manuals aiming to provide a rationale and suggestions to preservice and graduate teachers when planning and evaluating a literature-based curriculum. English adds an enormous difficulty for the particular characteristics of its phonetic system, generating struggle in learners (Levis & Grant, 2003; Gilakjani & Ahmadi, 2011). The phoneme-grapheme correspondence in English is perceived as ambiguous, especially by non-native speakers (Wyse & Goswami, 2008). Research has proven that synthetic phonics training prompts a faster acquisition of reading skills and a more transparent orthography (Ibarrola, 2007). The specific objective of this study is to gain an insight into the perceptions of prospective teachers with regards to the use of phonics, decodables and children’s literature for the teaching of literacy. A mixed-methods approach (Bryman, 2012) was chosen to triangulate findings. The quantitative data were collected by a 5-point Likert-scale questionnaire, while open-ended questions gathered the qualitative data. The convenient sample were 89 students from the English literacy skills subject. Results indicate that preservice teachers acknowledge children’s book may not be the main resource to teach pronunciation and literacy. Also, they received positively the phonics methodology, which was largely new to them as well as the use of decodables. Keyword: Children’s literature; Decodables; Didáctica de la Lengua y la Literatura; Literacy; Phonics; Pronunciation URL: http://hdl.handle.net/10045/121038 BASE Hide details 2 Developing Intercultural Communicative Competence in the EFL Classroom: A Didactic Proposal Using the Picturebook My Two Blankets Poncin, Carole. - 2021 BASE Show details 3 Teaching literature in the ESL context: Evaluation and didactic proposal on the graphic novel V for Vendetta Bailén Ruiz, Beatriz. - 2020 BASE Show details

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