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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 21 – 40 of 89 21 Desenvolvimento da duração das vogais altas anteriores arredondadas [yː]-[ʏ] do Alemão Padrão (AP) por um falante nativo brasileiro em contexto de instrução fonética Junges, Mágat Nágelo; Alves, Ubiratã Kickhöfel. - 2019 BASE Show details 22 El aprendizaje de los fonemas / ɑ: æ ʌ ə/ por parte de hispanohablantes a través de una enseñanza implícita Galguera González, Aurora In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, null 18, Nº. 1, 2019, pags. 18-34 (2019) BASE Show details 23 The Effect Of Explicit Instruction By Using Phrase Structure Rules On Acquisition Of Noun Clauses ... Palida Chaiyapho; Wachiraporn Kijpoonphol. - : Zenodo, 2018 BASE Show details 24 The Effect Of Explicit Instruction By Using Phrase Structure Rules On Acquisition Of Noun Clauses ... Palida Chaiyapho; Wachiraporn Kijpoonphol. - : Zenodo, 2018 BASE Show details 25 Table 2: Reliability Indexes Of The Measures Used In Grade Three ... Jahangard, Ali. - : Zenodo, 2018 BASE Show details 26 Table 2: Reliability Indexes Of The Measures Used In Grade Three ... Jahangard, Ali. - : Zenodo, 2018 BASE Show details 27 REMARKS ON VERBO-TONAL PHONETICS FOR A COMMUNICATIVE CONTEXT Padilla García, Xose In: Normas; Vol. 8, Núm. 1 (2018); 259-271 ; 2174-7245 (2018) BASE Show details 28 Remarks on verbo-tonal phonetics for a communicative context Padilla, Xose A.. - : Universitat de València, 2018 BASE Show details 29 Explicit Grammar Instructions Enhance Students’ Reading Ability on Cognitive Aspect Aprizani, Yudha; Islamiah, Neneng; Furyanto, Faoyan Agus In: PAROLE: Journal of Linguistics and Education; Volume 8 Number 1 April 2018; 19-25 ; 23380683 ; 2087-345X (2018) BASE Show details 30 An Exploratory Study on the Role of Foreign Language Aptitudes in Instructed Pragmatics Learning In L2 Chinese Li, Shuai In: World Languages and Cultures Faculty Publications (2017) BASE Show details 31 Effects of Explicit-Reflective Instruction on Preservice and Novice Teachers’ Epistemic and Conceptual Change Mediated by Reasoning Murphy, Danny In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2017) BASE Show details 32 Os efeitos da instrução na aquisição-aprendizagem lexical: implícito vs explícito ; The effects of instruction in lexical acquisition: implicit versus explicit Oliveira, Viviane Carvalho de. - : Biblioteca Digital de Teses e Dissertações da USP, 2017. : Universidade de São Paulo, 2017. : Faculdade de Filosofia, Letras e Ciências Humanas, 2017 BASE Show details 33 Implications of implicit and explicit instruction for second language acquisition Ferreira, Alessandra Laroque. - 2017 BASE Show details 34 The impact of explicit instruction and corrective feedback on ESL postgraduate students' grammar in academic writing Muller, Amanda; Gregoric, Carolyn; Rowland, David R.. - : Association for Academic Language Learning, 2017 BASE Show details 35 Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards Fox Roye, Oneida. - 2016 BASE Show details 36 The Effect of an Explicit Strategy Instructional Approach for the Treatment of L2 Writing Difficulties Tarawhiti, Nancy. - : Auckland University of Technology, 2016 BASE Show details 37 A Meta-Analysis on the Variables of Storybook Reading Relative to Emergent Literacy Skill Development Allen, Amy C. - : eScholarship, University of California, 2016 In: Allen, Amy C. (2016). A Meta-Analysis on the Variables of Storybook Reading Relative to Emergent Literacy Skill Development. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/23d2s69j (2016) BASE Show details 38 A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions ... Suggate, Sebastian. - : Universität Regensburg, 2016 BASE Show details 39 Effects of Phonological Intervention on At-Risk Kindergarten Students with Reading Difficulties Lees, Laura In: Theses, Dissertations and Capstones (2016) BASE Show details 40 Filling the Gap: Phonological Awareness Activities for a Montessori Kindergarten Aranas, Shauna A. In: Masters of Arts in Education Action Research Papers (2016) Abstract: Phonological Awareness in Kindergarten 2 Abstract This action research was conducted to determine if small group explicit phonological awareness (PA) instruction using materials from Early Reading Mastery (Klein, 2015) and Words Their Way (Bear et al., 2006) would increase students’ ability to segment phonemes (i.e., break words into sounds) and build three letter consonant-vowel-consonant (CVC) words. The research was completed in a full-day public suburban Montessori kindergarten. Data was collected using phonological awareness tests, a teacher adapted spelling test, tally sheet, and researcher’s log. Pre-test data was used to create homogenous small groups for the four-week intervention. Explicitly worded lessons taught PA and phonic skills using traditional and supplementary Montessori materials. Post-intervention data showed an increase in the number of students able to segment CVC words. Establishing a research-based structure of PA lessons and materials has strengthened the researcher’s ability to teach students the foundational PA skills necessary to begin their reading journey. Further research to determine if this instructional practice reduces reading difficulties could be studied. Keywords: phonological awareness, Montessori, Kindergarten, explicit instruction, small homogenous groups Keyword: Curriculum and Instruction; Curriculum and Social Inquiry; Early Childhood; Educational Methods; explicit instruction; Kindergarten; Kindergarten Teacher Education; Montessori; Phonological awareness; Pre-Elementary; small homogenous groups URL: https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1150&context=maed https://sophia.stkate.edu/maed/156 BASE Hide details Page: 1 2 3 4 5

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