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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...14 15 16 17 18 19 20 21 22...25 Hits 341 – 360 of 494 341 Das Sprachen-Portal : Inferenz und Spracherwerb in mehrsprachiger Lernumgebung Drumbl, Johann. - Merano : Alpha-Beta-Verl., 2002 BLLDB UB Frankfurt Linguistik Show details 342 Effects of supplemental, small-group instruction on at-risk kindergartners' metalinguistic awareness Reed-Schuster, Teresa L.. - : Northern Illinois University, 2002 Abstract: Includes bibliographical references (pages [122]-135). ; This dissertation sought to determine whether supplemental, small-group instruction would have significant positive effects on at-risk kindergartners' metalinguistic skills, whether growth would be maintained over a 16-week period in which no formal instruction occurred, and the extent to which letter-sound knowledge and phonemic segmentation ability contribute to the task of reading unknown words. Forty-six kindergartners from a small, rural, low-to-middle-class school district were determined to be at-risk for future reading difficulties. Students were pretested in rhyme, letter-sound knowledge, Elision (deletion), sound matching, phonemic segmentation, and nonword decoding. Students were randomly divided into treatment and control groups, which were determined to be statistically equivalent. Treatment group students received 13 hours of supplemental instruction (40 twenty-minute lessons in groups of three) in the metalinguistic skills of rhyme, letter-sound knowledge, sound position, phonemic segmentation, invented spelling, and simple decoding. Control group students received the standard kindergarten literacy curriculum. Posttests in letter-sound knowledge, phonemic segmentation, and nonword decoding were administered immediately following the intervention and 16 weeks later in the fall of the subsequent school year. Analysis of variance (ANOVA) results determined that significant differences existed between the groups' scores in letter-sound knowledge, phonemic segmentation, and nonword decoding immediately following the training. Sixteen weeks later, significant differences continued to exist between the groups' phonemic segmentation and nonword decoding scores; however, the difference in letter-sound knowledge scores was no longer significant. A follow-up analysis was conducted on the growth of the Treatment and Control groups' letter-sound knowledge scores from pretest to posttest 2, and it was determined that a significant, positive effect had been maintained for the Treatment group. A least-squares multiple-regression analysis determined that 58.2% of the variance of nonword decoding scores could be explained by the combined effects of letter-sound knowledge and phonemic segmentation ability. Conclusions of this study were that supplemental, small-group instruction can significantly raise at-risk students' knowledge of letters and sounds, phonemic awareness, and initial decoding skills. These gains were maintained over summer break. Two of the major components of the intervention, instruction in letters and sounds and phonemic segmentation, were found to contribute heavily to a beginning reader's ability to decode unknown words. Implications include the possible identification and acceleration of at-risk students' early literacy knowledge for the purpose of preventing future reading disabilities. In addition, existing support staff in small districts can be trained and utilized to provide effective early intervention to at-risk kindergartners. ; Ph.D. (Doctor of Philosophy) Keyword: Children--Language; English language--Remedial teaching; Language awareness in children URL: https://commons.lib.niu.edu/handle/10843/24187 BASE Hide details 343 Teaching children to use metalanguage : what they say they know Quinn, Marie. - 2002 BASE Show details 344 Delinquency, hyperactivity, and phonological awareness: a comparison of ODD and ADHD Palacios, Elizabeth Diane. - 2002 BASE Show details 345 Illettrismes et cultures Villepontoux, Luc (Mitarb.); Branca-Rosoff, Sonia (Mitarb.); Williams, Patrice (Mitarb.). - Paris [u.a.] : L'Harmattan, 2001 BLLDB UB Frankfurt Linguistik Show details 346 Zur Wirkung mündlicher Fehlerkorrekturen im Fremdsprachenunterricht auf den Fremdsprachenerwerb Blex, Klaus. - 2001 BLLDB UB Frankfurt Linguistik Show details 347 Fundamenten voor taalbeschouwing : een synthese van opvattingen over het gebruik van taalkundige kennis in het taalonderwijs Verkuyl, Eva Maria. - Nijmegen : Coutinho, 2001 BLLDB UB Frankfurt Linguistik Show details 348 Bilingualism in development : language, literacy, and cognition Bialystok, Ellen. - Cambridge [u.a.] : Cambridge Univ. Press, 2001 BLLDB UB Frankfurt Linguistik Show details 349 Phonologische Störungen bei Kindern : Diagnostik und Therapie ; 16 Tabellen Jahn, Tanja. - Stuttgart [u.a.] : Thieme, 2001 BLLDB UB Frankfurt Linguistik Show details 350 Indigenous grammar across culture Kniffka, Hannes. - Frankfurt a.M. [u.a.] : Lang, 2001 MPI-SHH Linguistik Show details 351 Acquisition of Jamaican phonology Meade, Rocky Ricardo. - [Utrecht] : LOT, 2001 MPI-SHH Linguistik Show details 352 Approaches to bootstrapping : phonological, lexical, syntactic and neurophysiological aspects of early language acquisition . - Approaches to bootstrapping ; 1 : Approaches to bootstrapping : phonological, lexical, syntactic and neurophysiological aspects of early language acquisition . - Weissenborn, Jürgen; Höhle, Barbara. - Amsterdam [etc.] : Benjamins, 2001 MPI für Psycholinguistik Show details 353 Learner autonomy : new insights = Autonomie de l'apprenant Dam, Leni (Hrsg.). - Amsterdam : AILA, 2001 BLLDB UB Frankfurt Linguistik Show details 354 Current issues in the teaching and learning of second/foreign languages Storch, Neomy (Mitarb.); Wong, Jean (Mitarb.); Celce-Murcia, Marianne (Mitarb.). - Florianópolis : Univ. Federal de Santa Catarina, 2001 BLLDB UB Frankfurt Linguistik Show details 355 Language and national identity : comparing France and Sweden Oakes, Leigh. - Amsterdam [u.a.] : Benjamins, 2001 BLLDB UB Frankfurt Linguistik Show details 356 Grammatik und Sprachaufmerksamkeit Fritz, Thomas (Mitarb.); Wurnig, Vera (Mitarb.); Peltzer-Karpf, Annemarie (Mitarb.). - Innsbruck [u.a.] : Studien-Verl., 2001 BLLDB UB Frankfurt Linguistik Show details 357 Was wissen Kinder über Sprache? : Die Bedeutung von Meta-Sprache für den Erwerb der Schrift- und Lautsprache ; Forschungsüberblick, theoretische Klärungen, Arbeitshilfen für die sprachheilpädagogische und logopädische Praxis Wehr, Silke. - Bern [u.a.] : Haupt, 2001 BLLDB UB Frankfurt Linguistik Show details 358 Der Mensch und seine Sprache(n) Chilton, Paul A. (Mitarb.); Boehm, Gottfried (Mitarb.); Goebl, Hans (Hrsg.). - Wien [u.a.] : Böhlau, 2001 BLLDB UB Frankfurt Linguistik Show details 359 Weltwunder Sprache : [Vorträge und Diskussionsbeiträge, die auf dem 10. Würzburger Symposium "Weltwunder der Sprache" vom 18. bis 19. Februar 1999 gehalten wurden] Berchem, Theodor (Hrsg.); Böhm, Winfried (Hrsg.); Lindauer, Martin (Hrsg.). - Stuttgart [u.a.] : Klett, 2000 BLLDB UB Frankfurt Linguistik Show details 360 Form and meaning : multiple perspectives VanPatten, Bill (Mitarb.); Sanz, Cristina (Mitarb.); Fraser, Catherine C. (Mitarb.). - Boston, Mass. [u.a.] : Heinle & Heinle, 2000 BLLDB UB Frankfurt Linguistik Show details Page: 1...14 15 16 17 18 19 20 21 22...25

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