Artykuły w czasopismach na temat „Language awareness in children”
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Ivanova, Nedelina, Rannveig Sverrisdóttir i Guðný Björk Þorvaldsdóttir. "Raising Handshape Awareness". Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (12.10.2022): 27–51. http://dx.doi.org/10.31299/hrri.58.si.2.
Pełny tekst źródłaTellier, Angela, i Karen Roehr-Brackin. "Metalinguistic awareness in children with differing language learning experience". EUROSLA Yearbook 13 (2.08.2013): 81–108. http://dx.doi.org/10.1075/eurosla.13.06tel.
Pełny tekst źródłaParke, Tim. "Bilingualism and language awareness in young children". Language Awareness 3, nr 3-4 (styczeń 1994): 209–19. http://dx.doi.org/10.1080/09658416.1994.9959858.
Pełny tekst źródłaCossu, Giuseppe, Donald Shankweiler, Isabelle Y. Liberman, Leonard Katz i Giuseppe Tola. "Awareness of phonological segments and reading ability in Italian children". Applied Psycholinguistics 9, nr 1 (marzec 1988): 1–16. http://dx.doi.org/10.1017/s0142716400000424.
Pełny tekst źródłaBruck, Maggie, i Fred Genesee. "Phonological awareness in young second language learners". Journal of Child Language 22, nr 2 (czerwiec 1995): 307–24. http://dx.doi.org/10.1017/s0305000900009806.
Pełny tekst źródłaLuo, Yang Cathy, Becky Xi Chen i Esther Geva. "Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children". Written Language and Literacy 17, nr 1 (11.04.2014): 89–115. http://dx.doi.org/10.1075/wll.17.1.05luo.
Pełny tekst źródłaSohail, Juwairia, Kathleen Hipfner-Boucher, Hélène Deacon i Xi Chen. "Reading Comprehension in French L2/L3 Learners: Does Syntactic Awareness Matter?" Languages 7, nr 3 (9.08.2022): 211. http://dx.doi.org/10.3390/languages7030211.
Pełny tekst źródłaGottardo, Alexandra, Norah Amin, Asma Amin, Redab Al-Janaideh, Xi Chen i Johanne Paradis. "Word reading in English and Arabic in children who are Syrian refugees". Applied Psycholinguistics 41, nr 6 (11.08.2020): 1305–28. http://dx.doi.org/10.1017/s014271642000034x.
Pełny tekst źródłaKamhi, Alan G., i Linda A. Koenig. "Metalinguistic Awareness in Normal and Language-Disordered Children". Language, Speech, and Hearing Services in Schools 16, nr 3 (lipiec 1985): 199–210. http://dx.doi.org/10.1044/0161-1461.1603.199.
Pełny tekst źródłaRickard Liow, Susan J., i Kenneth K. L. Poon. "Phonological awareness in multilingual Chinese children". Applied Psycholinguistics 19, nr 3 (lipiec 1998): 339–62. http://dx.doi.org/10.1017/s0142716400010213.
Pełny tekst źródłaBaoqi, Sun, Guangwei Hu i Xiao Lan Curdt-Christiansen. "Metalinguistic contribution to reading comprehension: A comparison of Primary 3 students from China and Singapore". Applied Psycholinguistics 41, nr 3 (maj 2020): 657–84. http://dx.doi.org/10.1017/s0142716420000132.
Pełny tekst źródłaLICHTMAN, KAREN. "Age and learning environment: Are children implicit second language learners?" Journal of Child Language 43, nr 3 (26.02.2016): 707–30. http://dx.doi.org/10.1017/s0305000915000598.
Pełny tekst źródłaMoore, Danièle, Maureen Hoskyn i Jacqueline K. Mayo. "Thinking Language Awareness at a Science Centre". International Journal of Bias, Identity and Diversities in Education 3, nr 1 (styczeń 2018): 40–63. http://dx.doi.org/10.4018/ijbide.2018010104.
Pełny tekst źródłaGabig, Cheryl Smith, i Elena Zaretsky. "Promoting Morphological Awareness in Children With Language Needs". Topics in Language Disorders 33, nr 1 (2013): 7–26. http://dx.doi.org/10.1097/tld.0b013e318280f592.
Pełny tekst źródłaAlonzo, Crystle N., Autumn L. McIlraith, Hugh W. Catts i Tiffany P. Hogan. "Predicting Dyslexia in Children With Developmental Language Disorder". Journal of Speech, Language, and Hearing Research 63, nr 1 (22.01.2020): 151–62. http://dx.doi.org/10.1044/2019_jslhr-l-18-0265.
Pełny tekst źródłaKamhi, Alan G., René Friemoth Lee i Lauren K. Nelson. "Word, Syllable, and Sound Awareness in Language-Disordered Children". Journal of Speech and Hearing Disorders 50, nr 2 (maj 1985): 207–12. http://dx.doi.org/10.1044/jshd.5002.207.
Pełny tekst źródłaMeline, Timothy J., i Susan R. Brackin. "Language-Impaired Children's Awareness of Inadequate Messages". Journal of Speech and Hearing Disorders 52, nr 3 (sierpień 1987): 263–70. http://dx.doi.org/10.1044/jshd.5203.263.
Pełny tekst źródłaRahayu, Dwi Ide. "Early Mixing in Bilingual Children: A Psycholinguistics View". Tell : Teaching of English Language and Literature Journal 6, nr 1 (2.02.2018): 39. http://dx.doi.org/10.30651/tell.v6i1.2080.
Pełny tekst źródłaPullen, Paige C., i Laura M. Justice. "Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children". Intervention in School and Clinic 39, nr 2 (listopad 2003): 87–98. http://dx.doi.org/10.1177/10534512030390020401.
Pełny tekst źródłaGillon, Gail T. "The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment". Language, Speech, and Hearing Services in Schools 31, nr 2 (kwiecień 2000): 126–41. http://dx.doi.org/10.1044/0161-1461.3102.126.
Pełny tekst źródłaMilošević, Neda, Mile Vuković i Ivana Ristić. "Phonemic awareness as an indicator of preliteral abilities in Serbian speaking children with and without specific language impairment". Inovacije u nastavi 35, nr 1 (2022): 118–31. http://dx.doi.org/10.5937/inovacije2201118m.
Pełny tekst źródłaMilošević, Neda, Mile Vuković i Ivana Ristić. "Phonemic awareness as an indicator of preliteral abilities in Serbian speaking children with and without specific language impairment". Inovacije u nastavi 35, nr 1 (2022): 118–31. http://dx.doi.org/10.5937/inovacije2201118m.
Pełny tekst źródłaManfra, Louis, i Adam Winsler. "Preschool children's awareness of private speech". International Journal of Behavioral Development 30, nr 6 (listopad 2006): 537–49. http://dx.doi.org/10.1177/0165025406072902.
Pełny tekst źródłaLam, Boji P. W., i Li Sheng. "Taxonomic Development in Young Bilingual Children: Task Matters, and So Does Scoring Method". American Journal of Speech-Language Pathology 29, nr 3 (4.08.2020): 1162–77. http://dx.doi.org/10.1044/2019_ajslp-19-00143.
Pełny tekst źródła박영옥 i Lee Jin Gyoung. "Language Teaching Method for Multicultural Children: “Focusing on the Language Awareness program”". Bilingual Research ll, nr 73 (grudzień 2018): 153–75. http://dx.doi.org/10.17296/korbil.2018..73.153.
Pełny tekst źródłaRubin, Hyla, Miriam Kantor i Jocelyn Macnab. "Grammatical awareness in the spoken and written language of language-disabled children." Canadian Journal of Psychology/Revue canadienne de psychologie 44, nr 4 (1990): 483–500. http://dx.doi.org/10.1037/h0084269.
Pełny tekst źródłaMagnusson, Eva, i Kerstin Nauclér. "The development of linguistic awareness in language-disordered children". First Language 13, nr 37 (luty 1993): 93–111. http://dx.doi.org/10.1177/014272379301303706.
Pełny tekst źródłaNicoladis, Elena, i Fred Genesee. "Word awareness in second language learners and bilingual children". Language Awareness 5, nr 2 (styczeń 1996): 80–90. http://dx.doi.org/10.1080/09658416.1996.9959894.
Pełny tekst źródłaOller, D. Kimbrough, Alan B. Cobo-Lewis i Rebecca E. Eilers. "Phonological translation in bilingual and monolingual children". Applied Psycholinguistics 19, nr 2 (kwiecień 1998): 259–78. http://dx.doi.org/10.1017/s0142716400010067.
Pełny tekst źródłaKleeck, Anne van, Ronald B. Gillam i Teresa U. McFadden. "A Study of Classroom-Based Phonological Awareness Training for Preschoolers With Speech and/or Language Disorders". American Journal of Speech-Language Pathology 7, nr 3 (sierpień 1998): 65–76. http://dx.doi.org/10.1044/1058-0360.0703.65.
Pełny tekst źródłaSchwartz, Mila, Haitham Taha, Hanan Assad, Ferdos Khamaisi i Zohar Eviatar. "The Role of Emergent Bilingualism in the Development of Morphological Awareness in Arabic and Hebrew". Journal of Speech, Language, and Hearing Research 59, nr 4 (sierpień 2016): 797–809. http://dx.doi.org/10.1044/2016_jslhr-l-14-0363.
Pełny tekst źródłaKOVELMAN, IOULIA, STEPHANIE A. BAKER i LAURA-ANN PETITTO. "Age of first bilingual language exposure as a new window into bilingual reading development". Bilingualism: Language and Cognition 11, nr 2 (lipiec 2008): 203–23. http://dx.doi.org/10.1017/s1366728908003386.
Pełny tekst źródłaHudgens Henderson, Mary. "Prescriptive language attitudes in a dual language elementary school". Proceedings of the Linguistic Society of America 1 (12.06.2016): 1. http://dx.doi.org/10.3765/plsa.v1i0.3699.
Pełny tekst źródłaBurchell, Diana, Kathleen Hipfner-Boucher, S. Hélène Deacon, Poh Wee Koh i Xi Chen. "Syntactic Awareness and Reading Comprehension in Emergent Bilingual Children". Languages 8, nr 1 (23.02.2023): 62. http://dx.doi.org/10.3390/languages8010062.
Pełny tekst źródłaGartner, Gloria M., Sandra E. Trehub i Sherri Mackay Soroka. "Word awareness in hearing-impaired children". Applied Psycholinguistics 14, nr 1 (styczeń 1993): 61–73. http://dx.doi.org/10.1017/s0142716400010146.
Pełny tekst źródłaHAYASHI, YUKO, i VICTORIA A. MURPHY. "On the nature of morphological awareness in Japanese–English bilingual children: A cross-linguistic perspective". Bilingualism: Language and Cognition 16, nr 1 (31.07.2012): 49–67. http://dx.doi.org/10.1017/s1366728912000181.
Pełny tekst źródłaLUK, GIGI, i ELLEN BIALYSTOK. "Common and distinct cognitive bases for reading in English–Cantonese bilinguals". Applied Psycholinguistics 29, nr 2 (kwiecień 2008): 269–89. http://dx.doi.org/10.1017/s0142716407080125.
Pełny tekst źródłaGhorbani, Ali. "Phonological Knowledge in 5-year-old Bilingual Turkish Qashqai-Persian Children and Fars Monolingual Children". Function and Disability Journal 3, nr 1 (30.12.2020): 77–82. http://dx.doi.org/10.32598/fdj.3.11.
Pełny tekst źródłaSZABO, SUSAN. "Older Children Need Phonemic Awareness Instruction, Too". TESOL Journal 1, nr 1 (marzec 2010): 130–41. http://dx.doi.org/10.5054/tj.2010.215246.
Pełny tekst źródłaEVIATAR, ZOHAR, i RAPHIQ IBRAHIM. "Bilingual is as bilingual does: Metalinguistic abilities of Arabic-speaking children". Applied Psycholinguistics 21, nr 4 (grudzień 2000): 451–71. http://dx.doi.org/10.1017/s0142716400004021.
Pełny tekst źródłaWolter, Julie A., Frances E. Gibson i Timothy A. Slocum. "A Dynamic Measure of Morphological Awareness and First-Grade Literacy Skill". Language, Speech, and Hearing Services in Schools 51, nr 3 (15.07.2020): 617–39. http://dx.doi.org/10.1044/2020_lshss-19-00047.
Pełny tekst źródłaVernon Carter, Sofía A., Gabriela Calderón i Luis Castro. "The relationship between phonological awareness and writing". Written Language and Literacy 7, nr 1 (30.07.2004): 101–18. http://dx.doi.org/10.1075/wll.7.1.09ver.
Pełny tekst źródłaCangelosi, James S. "Language Activities That Promote Awareness of Mathematics". Arithmetic Teacher 36, nr 4 (grudzień 1988): 6–9. http://dx.doi.org/10.5951/at.36.4.0006.
Pełny tekst źródłaRAMIREZ, GLORIA, XI CHEN, ESTHER GEVA i YANG LUO. "Morphological awareness and word reading in English language learners: Evidence from Spanish- and Chinese-speaking children". Applied Psycholinguistics 32, nr 3 (1.06.2011): 601–18. http://dx.doi.org/10.1017/s0142716411000233.
Pełny tekst źródłaLohe, Viviane, i Daniela Elsner. "Developing Language Awareness in Primary School Children with Multilingual Virtual Talking Books". International Journal of Computer-Assisted Language Learning and Teaching 4, nr 4 (październik 2014): 29–45. http://dx.doi.org/10.4018/ijcallt.2014100103.
Pełny tekst źródłaChaney, Carolyn. "Preschool language and metalinguistic skills are links to reading success". Applied Psycholinguistics 19, nr 3 (lipiec 1998): 433–46. http://dx.doi.org/10.1017/s0142716400010250.
Pełny tekst źródłaCatts, Hugh W. "Facilitating Phonological Awareness". Language, Speech, and Hearing Services in Schools 22, nr 4 (październik 1991): 196–203. http://dx.doi.org/10.1044/0161-1461.2204.196.
Pełny tekst źródłaDAVIDSON, DENISE, SANDRA B. VANEGAS, ELIZABETH HILVERT i IEVA MISIUNAITE. "“I Readed the Book Last Week.” The Role of Dominant Language, Receptive Vocabulary and Language Structure on Morphosyntactic Awareness in Monolingual and Heritage Language Children". Bilingualism: Language and Cognition 20, nr 5 (3.08.2016): 1045–62. http://dx.doi.org/10.1017/s136672891600078x.
Pełny tekst źródłaRoehr-Brackin, Karen, i Angela Tellier. "Esperanto as a tool in classroom foreign language learning in England". Language Problems and Language Planning 42, nr 1 (24.04.2018): 89–111. http://dx.doi.org/10.1075/lplp.00013.roe.
Pełny tekst źródłaColic, Gordana. "Phonological awareness of children with developmental dysphasia and children with typical language development". Specijalna edukacija i rehabilitacija 14, nr 2 (2015): 155–68. http://dx.doi.org/10.5937/specedreh14-8434.
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