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Hits 1 – 20 of 53

1	Corpus, concordance, classification: young learners in the L1 classroom
	Sealey, Alison; Thompson, Paul
	In: Language awareness. - Abingdon : Routledge 16 (2007) 3, 208-223
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2	Whole language or phonics : improving language instruction through general semantics
	Brooks, Melanie C.; Brooks, Jeffrey
	In: Et cetera. - Forest Hills, New York : Institute 62 (2005) 3, 271-280
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3	Paths to phonemic awareness in Japanese : evidence from a training study
	Kolinsky, Régine; Urbain, Satsuky; Goetry, Vincent...
	In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 26 (2005) 2, 285-309
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4	Common ground between form and content : the pragmatic solution to the bootstrapping problem
	Oller, John W.
	In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 89 (2005) 1, 92-114
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5	Versão escrita e consciência lingüística : uma relação crítica
	Mroginiski Zanesco, Liane
	In: Letras de hoje. - Pôrto Alegre : Ed. Globo (2005) 139, 243-265
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6	Piloting a new battery of phonological awareness tasks on Greek hearing children : implications for administration with Greek deaf children
	Kyritsi, Evi; James, Deborah M.
	In: Reading working papers in linguistics. - Reading : Univ. 8 (2005), 203-218
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7	Phonics: a large phoneme-grapheme frequency count revised
	Fry, Edward
	In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 36 (2004) 1, 85-98
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8	Les activités métalinguistique et métacognitive dans l'apprentissage de la lecture : le rôle de l'école
	Sanguin-Bruckert, Christine; Bruckert, Jean-Pierre
	In: L' apprentissage de la lecture. - Rennes : Presses Univ. de Rennes [u.a.] (2003), 267-280
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9	Traitements épiphonologique et métaphonologique et apprentissage de la lecture
	Ecalle, Jean; Magnan, Annie
	In: L' apprentissage de la lecture. - Rennes : Presses Univ. de Rennes [u.a.] (2003), 251-265
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10	L' 'observation réfléchie de la langue' à l'école
	Grossmann, Francis (Hrsg.); Manesse, Danièle (Hrsg.); Maurel, Laurence (Mitarb.)...
	In: Repères. - Lyon : ENS éditions (2003) 28, 3-185
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11	Sprachbewusstsein
	Berkemeier, Anne (Hrsg.); Neuland, Eva (Hrsg.)
	In: Der Deutschunterricht. - Hannover : Friedrich Verlag GmbH 54 (2002) 3, 4-95
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12	The national literacy strategy in England : changing phonics teaching?
	Beard, Roger F.; Willcocks, John
	In: National Reading Conference. Yearbook of the National Reading Conference. - Altamonte Springs, Florida : Literacy Res 51 (2002), 94-105
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13	Supporting phonemic awareness development in the classroom
	Yopp, Hallie Kay; Yopp, Ruth Helen
	In: The reading teacher. - Hoboken, NJ : Wiley 54 (2000) 2, 130-143
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14	Why systematic phonics and phonemic awareness instruction constitute an educational hazard
	Smith, Frank
	In: Language arts. - Urbana, Ill. : Council 77 (1999) 2, 150-155
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15	Phonics instruction and student achievement in whole language first-grade classrooms
	Dahl, Karin L.; Scharer, Patricia L.; Lawson, Lora L....
	In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 34 (1999) 3, 312-341
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16	How is phonics really taught?
	Fisher, Douglas; Lapp, Diane; Flood, James
	In: National Reading Conference. Yearbook of the National Reading Conference. - Altamonte Springs, Florida : Literacy Res 48 (1999), 134-145
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17	Peer-assisted learning strategies for first-grade readers : responding to the needs of diverse learners
	Mathes, Patricia G.; Howard, Jill K.; Allen, Shelley H....
	In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 33 (1998) 1, 62-94
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18	Sprachreflexion statt Grammatikunterricht
	Ingendahl, Werner
	In: Wirkendes Wort. - Trier : WVT, Wissenschaftlicher Verl. Trier 47 (1997) 2, 272-291
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19	Sprachbewusstsein und Sprachwissen : Entwurf eines heuristisch-hypothetischen Rahmenkonzepts für "Reflexion über Sprache" im Deutschunterricht der Grundschule
	Diegritz, Theodor
	In: Wirkendes Wort. - Trier : WVT, Wissenschaftlicher Verl. Trier 46 (1996) 2, 301-322
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20	Forta sano estas la plej alta bono de la homa vivo : wie funktionieren Wörter in einer künstlichen Sprache?
	Peyer, Ann
	In: Praxis Deutsch. - Hannover : Friedrich 23 (1996) 139, 60-64
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