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Sprachbetrachtung im Literaturunterricht? Integration von sprachlichem und literarischem Lernen in der Sekundarstufe II. Eine kritisch-systematische Untersuchung ...
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Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern
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In: Valtin, Renate [Hrsg.]; Naegele, Ingrid [Hrsg.]: "Schreiben ist wichtig!". Grundlagen und Beispiele für kommunikatives Schreiben(lernen). 4. Auflage. Frankfurt a.M. : Arbeitskreis Grundschule e.V. 1994, S. 23-53. - (Beiträge zur Reform der Grundschule; 67/68) (2020)
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"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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Sprachbetrachtung im Literaturunterricht? Integration von sprachlichem und literarischem Lernen in der Sekundarstufe II. Eine kritisch-systematische Untersuchung
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Landgraf, Thomas. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 282 S. - (Didaktik der deutschen Sprache und Literatur; 3) - (Bern, Universität, Dissertation, 2019) (2020)
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The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties
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In: Australian Journal of Teacher Education (2020)
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Abstract:
This paper addresses a gap in research regarding the efficacy of software programs to help children with reading difficulties. Forty-two children aged 5-13 years identified as poor readers participated in a study over twelve weeks using ReadingDoctor, a software program targeting phonemic awareness, orthographic-phonemic mappings, decoding ability and sight word recognition. Measures were taken using the Sutherland Phonological Awareness Test - Revised (SPAT-R), the Test of Word Reading Efficiency (TOWRE), and the graphemes and decoding subtests of the Phonological Awareness Test 2 (PAT-2). A quasi-experimental one group study with three multiple baseline measures was used. The dependent variables/measures were assessed seven times over a period of 32 weeks, allowing the research to be completed in the school-allocated timeframe. Significant improvements were found on all three measures of phonological/phonemic awareness and word-reading efficiency. These improvements were maintained when assessed three months later, during which time the software program was not used.
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Keyword:
decoding; Disability and Equity in Education; Language and Literacy Education; phonemic awareness; phonics; phonological awareness; struggling learners
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URL: https://ro.ecu.edu.au/ajte/vol45/iss12/1 https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=4079&context=ajte
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音韻遷移現象之研究: 以高屏地區國小學童為例 ; Cross-language Transfer of Phonological Awareness in Taiwan’s Elementary School Children
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Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern ...
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Η συμβολή της εφαρμοσμένης γλωσσολογίας στην ανάπτυξη της κριτικής σκέψης ...
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Η μέθοδος ολοκληρωμένης εκμάθησης περιεχομένου και γλώσσας και ο αντίκτυπός της στη διαπολιτισμική συνείδηση μαθητών δημοτικού και η χρήση της τεχνολογίας ...
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Metacognition, Metalinguistic Awareness, and Relevance in Language learning: A Report on an Intervention Module Project
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In: International Journal for the Scholarship of Teaching and Learning (2020)
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Over taalbewustzijn en taalvariatie ... : Taalideologie bij docenten Nederlands aan Europese universiteiten ...
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Zur Rekonstruktion der Verständigung im fremdsprachlichen Klassenzimmer - Methodologische Grundlagen, blinde Flecken und empirische Herausforderungen
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In: Jahrbuch Dokumentarische Methode. Heft 2-3/2020 ; 2-3/2020 ; JDM - Jahrbuch Dokumentarische Methode ; 433-452 (2020)
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The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency?
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El proceso lector en español como lengua extranjera: fluidez lectora silenciosa y aptitud musical
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Perfiles de estudiantes universitarios con dificultades lectoras en el aprendizaje del español como lengua extranjera
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Tractament integrat de llengua i contingut: Quina llengua? Com s’integra? Per a què? ; Content and language integrated learning: Which language? How is it integrated? What for?
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In: Caplletra. Revista Internacional de Filologia.; Caplletra 68 (primavera 2020); 219-242 ; Caplletra. Revista Internacional de Filologia; Caplletra 68 (primavera 2020); 219-242 ; 2386-7159 ; 0214-8188 (2020)
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Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients
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Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020
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