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Hits 141 – 160 of 598
141
Phonemic awareness : how much is enough within a changing picture of reading instruction?
Ukrainetz, Teresa A.
In:
How much is enough? The intensity evidence in language intervention. - Hagerstown, Md. : Lippincott Williams & Wilkins
(2009), 344-359
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OLC Linguistik
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142
A dual criterion account of the development of linguistic judgment in early childhood
Lipko, Amanda R.
;
Merriman, William E.
In:
Journal of memory and language. - Amsterdam [u.a.] : Elsevier
58 (2008) 4, 1012-1031
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OLC Linguistik
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143
The teaching and acquisition of focus constructions: an integrated approach to language awareness across the curriculum
Keller, Wolfram R.
;
Callies, Marcus
In:
Language awareness. - Abingdon : Routledge
17 (2008) 3, 249-266
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144
The role of phonological awareness development in young chinese EFL learners
Chien, Ching-Ning
;
Li, Wei
;
Kao, Li-hua
In:
Language awareness. - Abingdon : Routledge
17 (2008) 4, 271-288
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145
Ulrike Jessner: Linguistic Awareness in Multilinguals [Rezension]
Marx, Nicole
In:
Language awareness. - Abingdon : Routledge
17 (2008) 2, 171-174
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OLC Linguistik
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146
What do second language listeners know about spoken words? Effects of experience and attention in spoken word processing
Trofimovich, Pavel
In:
Journal of psycholinguistic research. - New York, NY ; London [u.a.] : Springer
37 (2008) 5, 309-329
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147
Form-focused instruction in second language vocabulary learning: a case for contrastive analysis and translation
Girsai, Nany
;
Laufer, Batia
In:
Applied linguistics. - Oxford : Oxford Univ. Press
29 (2008) 4, 694-716
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148
Raising learner-initiated attention to the formal aspects of their oral production through transcription and stimulated reflection
Huang, Shu-chen
In:
International review of applied linguistics in language teaching. - Berlin : de Gruyter
46 (2008) 4, 375-392
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149
Effects of rhyming, vocabulary and phonemic awareness instruction on phoneme awareness
Yeh, Stuart S.
;
Connell, David B.
In:
Journal of research in reading. - Leeds : Wiley-Blackwell
31 (2008) 2, 243-256
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150
Building vocabulary knowledge and phonological awareness skills in children with specific language impairment through hybrid language intervention: a feasibility study
Munro, Natalie
;
Baker, Elise
;
Lee, Kerrie
In:
International journal of language & communication disorders. - Oxford : Wiley-Blackwell
43 (2008) 6, 662-682
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151
Phonological awareness, reading accuracy and spelling ability of children with inconsistent phonological disorder
Holm, Alison
;
Dodd, Barbara
;
Farrier, Faith
In:
International journal of language & communication disorders. - Oxford : Wiley-Blackwell
43 (2008) 3, 300-322
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152
Development of a cognate awareness measure for Spanish-speaking English language learners
Kenyon, Dorry Mann
;
Malabonga, Valerie
;
Carlo, Maria S.
...
In:
Language testing. - London : Sage
25 (2008) 4, 495-519
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153
A comparison between word and nonword reading in Down syndrome: the role of phonological awareness
Roch, Maja
;
Jarrold, Christopher
In:
Journal of communication disorders. - New York, NY : Elsevier
41 (2008) 4, 305-318
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154
The effects of focused and unfocused written corrective feedback in an English as a foreign language context
Ellis, Rod
;
Sheen, Younghee
;
Takashima, Hide
...
In:
System. - Amsterdam : Elsevier
36 (2008) 3, 353-371
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155
Subsyllabic unit preference in young Chinese children
Wang, Min
;
Cheng, Chenxi
In:
Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press
29 (2008) 2, 291-314
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156
Common and distinct cognitive bases for reading in English-Cantonese bilinguals
Luk, Gigi
;
Bialystok, Ellen
In:
Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press
29 (2008) 2, 269-289
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157
What does metalinguistic activity in learners' interaction during a collaborative L2 writing task look like?
Gutiérrez, Xavier
In:
The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell
92 (2008) 4, 519-537
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158
Use orthography in L2 auditory word learning: who benefits?
Hu, Chieh-Fang
In:
Reading and writing. - New York, NY : Springer Science+Business Media
21 (2008) 8, 823-841
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159
Morphological awareness, phonological awareness, and reading in English-Arabic bilingual children
Geva, Esther
;
Saiegh-Haddad, Elinor
In:
Reading and writing. - New York, NY : Springer Science+Business Media
21 (2008) 5, 481-504
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160
Code-oriented instruction for kindergarten students at risk for reading difficulties: a replication and comparison of instructional groupings
Vadasy, Patricia F.
;
Sanders, Elizabeth A.
In:
Reading and writing. - New York, NY : Springer Science+Business Media
21 (2008) 9, 929-963
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