Page: 1... 6 7 8 9 10 11 12 13 14... 137
| 181 |
Variação linguística e ensino de português, língua não materna: o caso dos pronomes átonos
|
|
Costa, Ana Luísa. - : Insttuto Politécnico de Setúbal, Escola Superior de Educação, 2018
|
|
BASE
|
|
Show details
|
|
|
| 182 |
Consciência fonológica em crianças com perturbações de linguagem: atraso no desenvolvimento da linguagem e perturbação específica do desenvolvimento da linguagem
|
|
|
|
BASE
|
|
Show details
|
|
|
| 183 |
Metaphorical competence in multilingual context of language acquisition and learning
|
|
|
|
BASE
|
|
Show details
|
|
|
| 184 |
Teacher Attitudes to Language in University Bilingual Education ; Actitudes de los docentes hacia el papel de la lengua en la educación bilingüe en la universidad
|
|
|
|
BASE
|
|
Show details
|
|
|
| 185 |
Habilidades favorecedoras del aprendizaje de la lectura en alumnos de 5 y 6 años ; Favoring skills of learning to read in 5 and 6 years students
|
|
Gutiérrez-Fresneda, Raúl. - : Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje, 2018
|
|
BASE
|
|
Show details
|
|
|
| 186 |
Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context
|
|
|
|
BASE
|
|
Show details
|
|
|
| 187 |
Distinguishing cause from effect - many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience
|
|
|
|
BASE
|
|
Show details
|
|
|
| 188 |
ABC: It’s as Easy as 1, 2, 3 – The Importance of a Multisensory Approach in Phonological Awareness Instruction
|
|
|
|
In: Certificate of Advanced Studies (CAS) in Literacy (2018)
|
|
Abstract:
Currently, more than 20% of kindergarten and first grade students struggle with an aspect of phonological awareness. Further, 80% of struggling readers exhibit weaknesses in phonological processing, which is the basis for grappling with unfamiliar words. Students whose reading achievement is not at grade level by third grade are at risk for not catching up to their more-capable peers. Using social constructivism as the theoretical framework in this action research study, we examined the effect of a multisensory, explicit, and systematic approach in phonological awareness for students in the primary grades. From the larger school population, this study focused on eight specific students in first grade. The structured program, fundations, was implemented throughout the eight week intervention period. Students learned skills to support their ability to decode unknown words through a sequential set of phonics elements in a multisensory approach. Instrumentation included the Gallistel-Ellis Test of Coding Skills, and STAR Early Literacy, which were used for pre and post measures in the fall and again in the winter after the eight week period. Students’ ability to decode consonant-vowel-consonant words increased from an average of 11 words to 21.5 words, and students’ mean score in phonemic awareness increased from 56% to 81% through pre and post testing. Thus, results showed that early intervention using a multisensory approach was effective in providing students strategies to decode unfamiliar words while reading grade level texts.
|
|
Keyword:
Elementary Education and Teaching; Language and Literacy Education; multisensory approach; phonics; Phonological Awareness; primary grades; structured literacy; Teacher Education and Professional Development; whole group and small group instruction
|
|
URL: https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1006&context=lit
https://digitalcommons.sacredheart.edu/lit/7
|
|
BASE
|
|
Hide details
|
|
|
| 189 |
Consciência Metalinguística em adultos portugueses: Estudo exploratório com o THAM-3 ; Metalinguistic awareness in Portuguese students: Exploratory study with THAM-3
|
|
|
|
BASE
|
|
Show details
|
|
|
| 190 |
A gestão da aprendizagem plurilíngue dentro e fora dos muros da escola
|
|
|
|
BASE
|
|
Show details
|
|
|
| 191 |
I can reflect on the EPOSTL from an ELF perspective - considering implications for language teacher education
|
|
|
|
BASE
|
|
Show details
|
|
|
| 193 |
Learners' awareness and attitude towards ELF. A pilot study in an Italian University context
|
|
|
|
In: Lingue e Linguaggi; Volume 26 (2018); 157-172 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 194 |
Exploring the Role of Perception in Language Learning: A Plurilingual and Ecological Perspective on Students’ Perceptions of French-English Proximity
|
|
|
|
BASE
|
|
Show details
|
|
|
| 195 |
Reading skill related to left ventral occipitotemporal cortex during a phonological awareness task in 5–6-year old children
|
|
|
|
In: Linguistics Publications (2018)
|
|
BASE
|
|
Show details
|
|
|
| 196 |
Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities
|
|
|
|
In: Exceptionality Education International (2018)
|
|
BASE
|
|
Show details
|
|
|
| 197 |
La conscience linguistique dans la production littéraire en domaine picard (fin XIIe-fin XIIIe siècle)
|
|
|
|
BASE
|
|
Show details
|
|
|
| 198 |
Effects of Shared Book-reading Techniques on the Early Literacy and Language Skill of 4- and 5-year olds
|
|
|
|
BASE
|
|
Show details
|
|
|
| 200 |
Neural correlates of goal-directed enhancement and suppression of visual stimuli in the absence of conscious perception
|
|
|
|
BASE
|
|
Show details
|
|
|
Page: 1... 6 7 8 9 10 11 12 13 14... 137 |
|
