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Levels of phonological awareness, working memory, and lexical knowledge in elementary school children
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Fazendo política linguística em sala de aula : ações didático-pedagógicas pela manutenção da língua minoritária hunsrückisch
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Fazendo política linguística em sala de aula : ações didático-pedagógicas pela manutenção da língua minoritária hunsrückisch
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The Within- and Cross-language Role of Syntactic Awareness in Reading Comprehension Among French Immersion Students
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A configuração do ensino da Gramática nos novos manuais de Português do 9.º ano ; The configuration of Grammar teaching in Portuguese language textbooks of the 9th grade
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Musical plus phonological input for young foreign language readers
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Abstract:
Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7–8-year-old Spanish children (n = 63) learning English as a foreign language. Of interest was also to explore the impact of this training program on working memory and decoding skills. To achieve these goals we tested three groups of children before and after training: a control group, an experimental group with phonological non-musical intervention (active control), and an experimental group with musical intervention. Results clearly point to the beneficial effects of the phonological teaching approach but the further impact of the music support was not demonstrated. Moreover, while children in the music group showed low musical aptitudes before training, they nevertheless performed better than the control group. Therefore, the phonological training program with and without music support seem to have significant effects on early reading skills.
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Keyword:
Foreign language; Literacy; Music; Phonological awareness; Reading; Working memory
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URL: https://doi.org/10.3389/fpsyg.2015.00286 http://hdl.handle.net/10234/159433
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Facilitators of the learning process of writing in early ages ; Facilitadores del proceso de aprendizaje de la escritura en las primeras edades
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In: Anales de Psicología / Annals of Psychology; Vol. 33 No. 1 (2017); 32-39 ; Anales de Psicología / Annals of Psychology; Vol. 33 Núm. 1 (2017); 32-39 ; 1695-2294 ; 0212-9728 (2016)
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The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement
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Enhancing Metalinguistic Awareness Through Collaborative Computer‑assisted Specialised Translation : A Rationale for the WALLeT Project
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The Effect of Awareness Raising Through Metacognitive Strategy-based Instruction on ESP Learners’ Reading Comprehension
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In: Journal of Applied Linguistics, Vol 9, Iss 18, Pp 65-77 (2016) (2016)
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Decodificación, comprensión lectora y habilidades lingüísticas en escolares con Trastorno Específico del Lenguaje de primero básico
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 34, 2016, pags. 118-131 (2016)
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AWARENESS ON THE INTERNAL STRUCTURE OF MORPHOLOGICALLY-COMPLEX WORDS AND ITS RELATIONSHIP TO VOCABULARY SIZE
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 15, Iss 1, Pp 62-74 (2016) (2016)
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On the Reform of Traditional Chunk Approach: From the Perspective of Language Awareness
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In: Cross-Cultural Communication; Vol 12, No 2 (2016): Cross-Cultural Communication; 13-17 ; 1923-6700 ; 1712-8358 (2016)
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Service-learning for students of spanish: promoting civic engagement and social justice through an exchange tutoring
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In: Revista de Lingüística y Lenguas Aplicadas, Vol 11, Iss 1, Pp 11-18 (2016) (2016)
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PROMOTING LANGUAGE LEARNERS’ CROSS-CULTURAL AWARENESS THROUGH COMPARATIVE ANALYSES OF ASIAN FOLKTALES
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In: TEFLIN Journal, Vol 27, Iss 2, Pp 166-181 (2016) (2016)
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Prescriptive language attitudes in a dual language elementary school
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In: Proceedings of the Linguistic Society of America; Vol 1 (2016): Proceedings of the Linguistic Society of America; 1:1–15 ; 2473-8689 (2016)
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