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137
Hits 141 – 160 of 2.725
141
Phonological awareness and alphabet knowledge in the acquisition of literacy skills
Blaiklock, Kenneth E.
. - : The University of Waikato, 2019
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142
Language and cultural awareness of a non-native ESP teacher
Forteza Fernandez, R. F.
;
Del Batista Gonzalez, M. C.
In: Integration of Education (2019)
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143
Entre ‘weones’ y ‘boludos’
Schörghuber, Verena
. - 2019
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144
Das Potenzial sprachlicher Heterogenität im Literaturunterricht
Taschek, Lisa
. - 2019
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145
Strategies for multilingual cooperative writing in the German as a second language classroom
Mayer, Julia
. - 2019
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146
Effets d’un dispositif plurilingue d’enseignement de l’orthographe grammaticale française sur les apprentissages d’élèves du secondaire en milieu pluriethnique et plurilingue
Maynard, Catherine
. - 2019
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147
Efeitos de intervenções em letramento emergente: uma revisão bibliográfica na base SciELO ; Effects of emergent literacy interventions: a literature review in the Scielo database
Barrera, Sylvia Domingues
;
Ribeiro, Iolanda
;
Viana, Fernanda Leopoldina
. - : Universidade de Brasília. Instituto de Psicologia, 2019
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148
L'ús de la gestualitat en el desenvolupament de la consciència morfològica dels aprenents de l'anglès com a llengua estrangera
Riera Marquès, Caterina
. - : Universitat Oberta de Catalunya (UOC), 2019
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149
Reading development in children with cochlear implants who communicate via spoken language: A psycholinguistic investigation
Angwin, Anthony J.
;
Arnott, Wendy L.
;
Wilson, Wayne J.
. - : American Speech - Language - Hearing Association, 2019
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150
Kindergartners’ morphological awareness, its instruction and guidance in the Indonesian context
M. Solehuddin
;
Wawan Gunawan
;
Eri Kurniawan
In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 1, Pp 138-147 (2019) (2019)
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151
Phonology-based reading instruction to improve dyslexic students’ early reading ability
Ranti Novianti
;
S. Syihabuddin
;
Endang Rochyadi
In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 2, Pp 443-462 (2019) (2019)
Abstract:
Dyslexic students struggle to learn how to read. Yet, few studies reported on how dyslexic students learn to read. In this respect, special education teachers have adopted a myriad of ways to overcome dyslexic students’ reading problems. To respond to this need, the purpose of this study is to examine how phonology-based reading instruction could help dyslexic students improve their early reading abilities. Grounded in a mixed methods research design, four dyslexic students of primary school were recruited to participate in this study. The results of the study showed that the phonology-based reading instruction had a positive impact on improving the dyslexic students’ early reading abilities, particularly in Bahasa Indonesian-medium reading texts. This suggests that phonology-based reading instruction could effectively be implemented if special education teachers could enact phonological instruction as a prerequisite for identifying the students’ early reading ability and phonics instruction as an instructional reinforcement for building students’ early reading repertoire.
Keyword:
dyslexia
;
early reading
;
Language. Linguistic theory. Comparative grammar
;
LC8-6691
;
P101-410
;
phonological awareness
;
Special aspects of education
;
special education
URL:
https://doaj.org/article/d47671c0f7964c889274d110df72d30b
https://doi.org/10.17509/ijal.v9i2.20242
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152
Intercultural awareness and its misrepresentation in textbooks
Edwin Alejandro Henao Mejía
;
José Orlando Gómez Salazar
;
Jorge Heriberto Murcia Yalí
In: Colombian Applied Linguistics Journal, Vol 21, Iss 2, Pp 179-193 (2019) (2019)
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153
REFLECTIVE THINKING STRATEGIES FOR DEVELOPING EFL LITERARY READING SKILLS AND METACOGNITIVE READING AWARENESS
Eman Mahmoud Alian
In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 3, Iss 2, Pp 162-177 (2019) (2019)
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154
Post-French Immersion Student Perceptions of Parallel Concordancing: A Mixed Methods Study
Bradley, Noah Jason Ward
. - 2019
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155
Enhancing Critical Awareness through Socratic Pedagogy
Seher Balbay
In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 3, Pp 515-536 (2019) (2019)
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156
Consciência dos constituintes fonológicos: ordem de estabilização em crianças portuguesas
Catarina Afonso
;
Maria João Freitas
In: Linguística : Revista de Estudos Linguísticos da Universidade do Porto, Vol 14, Pp 9-34 (2019) (2019)
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157
Éveil aux langues per alunni della scuola primaria: il progetto Musiche dal mondo del CLA-UniTO
Irene Bonatti
In: Linguae &. Rivista di Lingue e Culture Moderne, Vol 18, Iss 1, Pp 83-99 (2019) (2019)
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158
From grammar to reading: a study on referential dependencies
Batalha, Joana
In: Bellaterra: journal of teaching and learning language and literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 (2019)
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159
Phonological awareness in elementary school students with low versus normal vision: a comparative study
Mayla Myrina Bianchim Monteiro
;
Maria Elisabete Rodrigues Freire Gasparetto
In: Revista CEFAC, Vol 21, Iss 4 (2019) (2019)
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160
MORPHOLOGICAL AWARENESS AND ITS CORRELATION WITH EFL READING COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS
Zulfadli A. Aziz
;
Bukhari Daud
;
Randila Tiayu Ismar
In: TEFLIN Journal, Vol 30, Iss 1, Pp 121-136 (2019) (2019)
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