| 41 |
Content edulcoration as ideology visualization in an English language coursebook
|
|
|
|
In: Praxema (2021)
|
|
BASE
|
|
Show details
|
|
|
| 42 |
Resettled Syrian Refugee Children in Canada: Oral Language, Literacy and Well-being
|
|
|
|
BASE
|
|
Show details
|
|
|
| 43 |
Developing Language-specific Screening Tools: Assessing Phonological Awareness Skills in Urdu-English Bilingual Children
|
|
|
|
BASE
|
|
Show details
|
|
|
| 44 |
Let's talk: Investigating adult-child interactions within the home-literacy environment to better support children's developing oral language and early-literacy skills
|
|
|
|
BASE
|
|
Show details
|
|
|
| 45 |
Risk and resilience in beginning reading in New Zealand
|
|
|
|
Abstract:
This thesis aimed to extend the knowledge base regarding children’s risk and resilience in reading acquisition during their early schooling. In New Zealand (NZ) and other English speaking countries, children typically start their schooling lives with large differences in their emergent literacy skills. To understand the developmental and educational implications of these skill differences, research is needed to establish methods for describing children’s developing skills. To this end, we undertook three separate studies investigating ways for describing children’s emergent literacy and progress in beginning reading. Study one investigated the tools that NZ new entrant teachers use to screen and monitor children’s oral language and emergent literacy skills. The results of this Qualtrics NZ-wide online survey indicated teachers use a variety of methods. These ranged from informal teacher-developed tasks to published measures, with instructional book level most commonly used to monitor children’s literacy progress. Furthermore, teachers indicated that they desired new tools that were NZ-specific, current, user-friendly, efficient to use, and focussed on both oral language and phonological awareness skills. Study two evaluated the usefulness of progress monitoring (i.e., repeated assessments) with a NZ sample of children in their first year of school. Children were assessed twice-weekly for eight weeks with two early literacy skill tasks (phonological awareness and grapheme-phoneme correspondence). Growth modelling indicated three distinct growth trajectories during this window (i.e., latent classes) for both tasks: typical, developing (i.e., started lower but then improved), and limited progress (i.e., started lower with little change). Furthermore, class membership differentiated children’s mid-year and year-end literacy skills, indicating predictive validity. These results support consideration of monitoring progress on early literacy skill development to aid in an earlier identification of children at risk of reading acquisition difficulties, prior to the traditional screening at age six in NZ. Study three modelled the contributions of school-entry literacy and early literacy trajectories to literacy progress at year-end. School-entry assessment comprised adult-child shared reading with embedded activities assessing a child’s oral language and emergent literacy skills (concurrent validity evaluated in Study 3a). To model early literacy trajectories (Study 3b), children were assessed on three fluency-based tasks (phonological awareness, grapheme-phoneme correspondence, and word identification), every fourth school week over their first six months of schooling (i.e., five sessions). Results indicated both direct and indirect contributions (via early literacy trajectories) of skills at school-entry to reading progress after one year of schooling. Overall, this thesis demonstrates that: (a) there is a desire for NZ-context, research-based, and current tools for use by new entrant teachers; and (b) skills at school entry and developmental growth during the first year of school are important considerations for early literacy researchers and practitioners. A potential practice implication is that using the right tools within a two-stage screening approach—school-entry screening augmented by monitoring children’s early skill acquisition progress—may help teachers identify those children at risk for reading acquisition difficulties within six months of school-entry in NZ. This combined approach could inform targeted instruction based on each child’s specific learning support needs.
|
|
Keyword:
assessment; emergent/early literacy skills; first sound fluency; grapheme-phoneme correspondence; growth modelling; letter sound fluency; oral language; PELI®; phonological awareness; progress monitoring; reading acquisition risk; school-entry; two-stage screening; word identification fluency
|
|
URL: http://hdl.handle.net/10523/12347
|
|
BASE
|
|
Hide details
|
|
|
| 46 |
TEL y lectura. Propuesta de intervención neuropsicológica diseñada para estimular la conciencia fonológica en primer curso de Educación Primaria
|
|
|
|
BASE
|
|
Show details
|
|
|
| 47 |
Effect of Bilingualism on Metalinguistic Awareness: A Meta-Analysis
|
|
|
|
In: Embargoed Honors Theses, University of Nebraska-Lincoln (2021)
|
|
BASE
|
|
Show details
|
|
|
| 48 |
Critical Language Awareness in the Multilingual Writing Classroom: A Self-Study of Teacher Feedback Practices
|
|
|
|
In: Doctoral Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 49 |
Hoe universeel zijn receptieve meertaligheidsstrategieën?
|
|
|
|
In: Dutch Journal of Applied Linguistics, Vol 10 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 50 |
case study of Turkish pre-service teachers of English in an international exchange program: ELF and WE perspectives
|
|
|
|
In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 435-457 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 51 |
The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing
|
|
|
|
In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 24-44 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 52 |
Teaching languages in multicultural surroundings: New tendencies
|
|
|
|
In: Russian Journal of Linguistics, Vol 25, Iss 2, Pp 546-568 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 53 |
UNINTELLIGIBLE SPEECH: LISTENERS' AWARENESS TO INDONESIAN-ACCENTED SPEECH WITH PRONUNCIATION ERRORS
|
|
|
|
In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 242-253 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 54 |
Estudio comparativo de habilidades lingüísticas y lectoras entre un grupo de niños con trastorno específico del lenguaje y un grupo de niños con dislexia
|
|
|
|
In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 53, 2021, pags. 154-175 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 55 |
A study of the differences among EFL/ESL methods for reading Comprehension and language awareness
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 9-24 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 56 |
Reading in Kapampangan, Filipino, and English: A Look at Multilingual Children in an Economically Challenging Philippine Community
|
|
|
|
In: Theses and Dissertations (Comprehensive) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 57 |
Degrees of Bidirectional Naming Are Related to Derived Listener and Speaker Responses
|
|
|
|
BASE
|
|
Show details
|
|
|
| 58 |
Early Language Environments Predict Aspects of Explicit Language Awareness Development
|
|
|
|
In: LANGUAGE LEARNING, vol 70, iss 2 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 59 |
Enhancing Cultural Awareness and Sensitivity Through Theatre and Language Education ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 60 |
Degrees of Bidirectional Naming Are Related to Derived Listener and Speaker Responses ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
