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| 181 |
Variação linguística e ensino de português, língua não materna: o caso dos pronomes átonos
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Costa, Ana Luísa. - : Insttuto Politécnico de Setúbal, Escola Superior de Educação, 2018
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| 182 |
Consciência fonológica em crianças com perturbações de linguagem: atraso no desenvolvimento da linguagem e perturbação específica do desenvolvimento da linguagem
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| 183 |
Metaphorical competence in multilingual context of language acquisition and learning
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| 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
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| 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
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Gutiérrez-Fresneda, Raúl. - : Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje, 2018
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| 186 |
Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context
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| 187 |
Distinguishing cause from effect - many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience
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Abstract:
The cause of developmental dyslexia is still unknown despite decades of intense research. Many causal explanations have been proposed, based on the range of impairments displayed by affected individuals. Here we draw attention to the fact that many of these impairments are also shown by illiterate individuals who have not received any or very little reading instruction. We suggest that this fact may not be coincidental and that the performance differences of both illiterates and individuals with dyslexia compared to literate controls are, to a substantial extent, secondary consequences of either reduced or suboptimal reading experience or a combination of both. The search for the primary causes of reading impairments will make progress if the consequences of quantitative and qualitative differences in reading experience are better taken into account and not mistaken for the causes of reading disorders. We close by providing four recommendations for future research.
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Keyword:
Attention-deficit; Disabled-children; Illiterate subjects; Language impairment; Phonological awareness; Speech-perception; Spoken language; Verbal memory; Word recognition; Working-memory
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URL: http://hdl.handle.net/10400.1/11974
https://doi.org/10.1080/23273798.2017.1348528
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| 188 |
ABC: It’s as Easy as 1, 2, 3 – The Importance of a Multisensory Approach in Phonological Awareness Instruction
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In: Certificate of Advanced Studies (CAS) in Literacy (2018)
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| 189 |
Consciência Metalinguística em adultos portugueses: Estudo exploratório com o THAM-3 ; Metalinguistic awareness in Portuguese students: Exploratory study with THAM-3
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| 190 |
A gestão da aprendizagem plurilíngue dentro e fora dos muros da escola
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| 191 |
I can reflect on the EPOSTL from an ELF perspective - considering implications for language teacher education
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| 193 |
Learners' awareness and attitude towards ELF. A pilot study in an Italian University context
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In: Lingue e Linguaggi; Volume 26 (2018); 157-172 (2018)
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| 194 |
Exploring the Role of Perception in Language Learning: A Plurilingual and Ecological Perspective on Students’ Perceptions of French-English Proximity
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| 195 |
Reading skill related to left ventral occipitotemporal cortex during a phonological awareness task in 5–6-year old children
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In: Linguistics Publications (2018)
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| 196 |
Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities
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In: Exceptionality Education International (2018)
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| 197 |
La conscience linguistique dans la production littéraire en domaine picard (fin XIIe-fin XIIIe siècle)
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| 198 |
Effects of Shared Book-reading Techniques on the Early Literacy and Language Skill of 4- and 5-year olds
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| 200 |
Neural correlates of goal-directed enhancement and suppression of visual stimuli in the absence of conscious perception
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