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Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 1 березня 2023

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Статті в журналах з теми "Language awareness in children":

1

Ivanova, Nedelina, Rannveig Sverrisdóttir, and Guðný Björk Þorvaldsdóttir. "Raising Handshape Awareness." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (October 12, 2022): 27–51. http://dx.doi.org/10.31299/hrri.58.si.2.

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Although previous research shows that the use of rhyme in early language stimulation has a positive impact on children’s sign language development, this area of sign language acquisition has not been adequately researched. 90% of deaf children are born to hearing parents who barely know sign language before their child is born, and yet they are the primary language role models in their child’s life. As L2 sign language users, hearing parents of deaf children teach language skills in their L2 to their deaf child who acquires sign language as one of their L1s. In this article, we focus on the potential application of the Icelandic Sign Language (ÍTM) handshape inventory in both early language intervention with signing children and in teaching ÍTM as an L2. We argue that the handshape inventory can be used as a teaching tool when teaching sign language as M2L2 to hearing adults and as a visual language stimulation tool for signing children (M1L1 or M2L1). The main purpose of using the handshape inventory is to raise phonological awareness of signing children and adults learning sign language. This can be done by explicitly teaching handshapes to adult learners and using signed rhymes in early language stimulation.

2

Tellier, Angela, and Karen Roehr-Brackin. "Metalinguistic awareness in children with differing language learning experience." EUROSLA Yearbook 13 (August 2, 2013): 81–108. http://dx.doi.org/10.1075/eurosla.13.06tel.

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Theoretical research concerned with the notion of second language (L2) learning difficulty has resulted in specific criteria that can be used to predict the learning difficulty of different languages in terms of both explicit and implicit knowledge. The characteristics of the constructed language Esperanto suggest that this language has lower explicit and implicit learning difficulty than other languages. It may therefore be a suitable ‘starter language’ for child L2 learning in the classroom. Specifically, we propose that Esperanto may facilitate the development of metalinguistic awareness and, as a consequence, boost children’s budding capacity for explicit learning. This would be particularly advantageous in the minimal-input setting of the average foreign language classroom. We present findings from an empirical study which compared 11 to 12-year-old English-speaking children who had learned Esperanto and a European L2 (N = 35) with children who had learned various combinations of European and non-European L2s (N = 168) in terms of their performance on a measure of metalinguistic awareness. No significant differences in overall level of metalinguistic awareness were identified, but the Esperanto group significantly outperformed the comparison group on one of the eleven metalinguistic tasks included in the measure. Moreover, the Esperanto group displayed a more homogeneous performance than the other groups of children. This suggests that learning Esperanto may have a lasting levelling effect, reducing differences between children with varying metalinguistic abilities.

3

Parke, Tim. "Bilingualism and language awareness in young children." Language Awareness 3, no. 3-4 (January 1994): 209–19. http://dx.doi.org/10.1080/09658416.1994.9959858.

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4

Cossu, Giuseppe, Donald Shankweiler, Isabelle Y. Liberman, Leonard Katz, and Giuseppe Tola. "Awareness of phonological segments and reading ability in Italian children." Applied Psycholinguistics 9, no. 1 (March 1988): 1–16. http://dx.doi.org/10.1017/s0142716400000424.

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ABSTRACTThe early evidence pertaining to the development of phonological segmentation abilities and their relation to reading was collected with English-speaking subjects. Although data from other languages have been obtained, explicit cross-language comparisons have not been made. It was considered that since languages vary in their phonological structures, they may also vary in the demands they make on the beginning reader. The present study compared the segmentation abilities of Italian children with those of English-speaking (American) children using the same methods of assessment and the same subject-selection criteria. At the preschool level, though the Italian children manifested a higher level of performance overall, their pattern of performance paralleled that obtained earlier with American children. In both groups, syllable segmentation ability was stronger than phoneme segmentation. After school entrance, this pattern remained unchanged in American children but was reversed in Italian beginning readers. In both language groups, however, phonemic segmentation ability distinguished children of different levels of reading skill. The discrepancies between the language groups were seen as reflecting phonologic and orthographic differences between the languages.

5

Bruck, Maggie, and Fred Genesee. "Phonological awareness in young second language learners." Journal of Child Language 22, no. 2 (June 1995): 307–24. http://dx.doi.org/10.1017/s0305000900009806.

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ABSTRACTEnglish-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade 1. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade 1, the pattern of group differences was more complex. The monolingual and bilingual children performed similarly on onset-rime segmentation tasks. The monolingual children had higher phoneme awareness scores than their French-schooled peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. In comparison, the bilingual children had higher syllable segmentation scores than their monolingual peers. This result is interpreted to reflect the role of second language input on phonological awareness.

6

Luo, Yang Cathy, Becky Xi Chen, and Esther Geva. "Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children." Written Language and Literacy 17, no. 1 (April 11, 2014): 89–115. http://dx.doi.org/10.1075/wll.17.1.05luo.

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The present study was designed to examine concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness at two levels, the construct level and the reading level. We investigated whether phonological awareness and morphological awareness measured in one language are related to the same constructs measured in another language in Chinese-English bilinguals. Moreover, we assessed the cross-linguistic effects of the two constructs on reading concurrently and one year later in Grade 1. Participants of the study included 91 kindergarten and Grade 1 Chinese-English bilingual children. The children were tested twice, approximately one year apart, on a battery of cognitive and literacy measures in both languages. The data were analyzed with comprehensive path models that included phonological awareness, morphological awareness, and word reading in both languages. Our results demonstrate cross-linguistic transfer of phonological awareness and morphological awareness at the construct level and cross-linguistic transfer of phonological awareness to reading concurrently. Keywords: transfer; phonological awareness; morphological awareness; word reading; Chinese-English bilingual children

7

Sohail, Juwairia, Kathleen Hipfner-Boucher, Hélène Deacon, and Xi Chen. "Reading Comprehension in French L2/L3 Learners: Does Syntactic Awareness Matter?" Languages 7, no. 3 (August 9, 2022): 211. http://dx.doi.org/10.3390/languages7030211.

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This study examines the contributions of syntactic awareness to reading comprehension, both within and across languages, in third-grade children learning French as a second (L2) or third language (L3). Participants were 72 non-francophone children enrolled in a Canadian French immersion program in which all academic instruction is in French. Children completed measures of reading comprehension, syntactic awareness, word reading, vocabulary, and reading-related control variables in both English and French. Regression analyses examining within-language relations revealed that French syntactic awareness made a significant unique contribution to French reading comprehension after controlling for nonverbal reasoning, language status (French as either L2 or L3), word reading, and vocabulary. Furthermore, French syntactic awareness contributed across languages to English reading comprehension, after accounting for English controls (word reading, vocabulary, syntactic awareness) in addition to nonverbal reasoning and language status. In sharp contrast, measures of English syntactic awareness made no unique contribution to reading comprehension in either English or French after the aforementioned controls. These findings add to theoretical models of reading comprehension by highlighting the importance of syntactic awareness in the language of instruction in supporting bilingual children’s reading comprehension.

8

Gottardo, Alexandra, Norah Amin, Asma Amin, Redab Al-Janaideh, Xi Chen, and Johanne Paradis. "Word reading in English and Arabic in children who are Syrian refugees." Applied Psycholinguistics 41, no. 6 (August 11, 2020): 1305–28. http://dx.doi.org/10.1017/s014271642000034x.

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AbstractWord reading is a fundamental skill in reading and one of the building blocks of reading comprehension. Theories have posited that for second language (L2) learners, word reading skills are related if the children have sufficient experience in the L2 and are literate in the first language (L1). The L1 and L2 reading, phonological awareness skills, and morphological awareness skills of Syrian refugee children who speak Arabic and English were measured. These children were recent immigrants with limited L2 skills and varying levels of L1 education that was often not commensurate with their ages. Within- and across-language skills were examined in 96 children, ages 6 to 13 years. Results showed that phonological awareness and morphological awareness were strong within-language variables related to reading. Additionally, Arabic phonological awareness and morphological processing were strongly related to English word reading. Commonality analyses for variables within constructs (e.g., phonological awareness, morphological awareness) but across languages (Arabic and English) in relation to English word reading showed that in addition to unique variance contributed by the variables, there was a high degree of overlapping variance.

9

Kamhi, Alan G., and Linda A. Koenig. "Metalinguistic Awareness in Normal and Language-Disordered Children." Language, Speech, and Hearing Services in Schools 16, no. 3 (July 1985): 199–210. http://dx.doi.org/10.1044/0161-1461.1603.199.

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The purpose of this study was to better understand the relationship between delayed linguistic performance and metalinguistic abilities. A metalinguistic task involving the identification and revision of syntactic, semantic, and phonologic errors was administered to 10 normal and 10 language-disordered children of comparable mental age and receptive language abilities. The two groups performed similarly in identifying and correcting semantic and phonologic errors. However, the language-disordered children performed significantly poorer than the normal children in identifying and correcting syntactic errors. These findings suggest that not only do language-disordered children take longer to understand and produce certain language forms, but they also take longer to access this knowledge once it is acquired.

10

Rickard Liow, Susan J., and Kenneth K. L. Poon. "Phonological awareness in multilingual Chinese children." Applied Psycholinguistics 19, no. 3 (July 1998): 339–62. http://dx.doi.org/10.1017/s0142716400010213.

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ABSTRACTPhonological awareness has been shown to be important for early literacy development in unilingual readers of English. We investigated its impact in English and Mandarin for 57 multilingual pupils whose language backgrounds were English, Chinese (Mandarin/dialect), or Bahasa Indonesia, using a homophone decision task, an English lexicality spelling test, and a Hanyu Pinyin (romanised Mandarin) spelling test. All three groups of pupils were studying English and Mandarin in the same school, and so, somewhat unusually, the influence of their language background (especially script exposure) could be seen in the absence of differences in teaching strategies. In English, the results showed that a relationship between script exposure and phonological awareness develops in line with the orthographic depth hypothesis (Frost, Katz, & Bentin, 1987). The Bahasa Indonesia group exhibited the highest levels of alphabetic phonological awareness, followed by the English group and then the Chinese group. In Mandarin, the pupils' performance on the Hanyu Pinyin spelling test suggested that tonal phonological awareness is relatively independent of alphabetic phonological awareness. It seems that language background can influence the nature and development of phonological awareness, and that this in turn may affect children's strategies for the subsequent acquisition of a second (or third) written language.

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Дисертації з теми "Language awareness in children":

1

Shaw, Rhonwen Elisabeth. "Word awareness and grammatical awareness in normally developing children and children with specific language impairment." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243717.

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2

Wong, Ka-po Gwen. "Phonological awareness of Cantonese-speaking language-disordered children." Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209557.

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Thesis (B.Sc)--University of Hong Kong, 1997.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.

3

Thatcher, Karen L. "Phonological awareness in children with specific language impairment." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263923.

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This study investigated the phonological awareness abilities of children who were typical and atypical. The primary purpose of this study was to determine whether there were developmental differences in the phonological awareness abilities (i.e., syllable, onset/rime, phonemes) of the two groups of participants through a sound segmentation task. The participants were arranged into preschool, kindergarten, and first grade groups. Stimuli included one and two syllable words, which were originally used by Treiman and Zukowski (1991) when they investigated the sound segmentation abilities of typical children. As part of the sound segmentation task, participants were asked to listen to a pair of words and indicate if the one and two syllable words had any sounds in common, either at the phoneme, onset/rime, or syllable levels.An analysis of Variance (ANOVA) was performed and results revealed a significant difference between children who were typical and children that were specific language impaired (SLI) on segmenting. The children who were typical were more effective at segmenting than children who were SLI. Results also revealed that there was a significant different between the first grade children and the preschool children in both groups to segment words at all three conditions. Significant differences were also noted between the types of phonological task completed among participants. The phoneme task was significantly different than the onset/rime and syllable tasks. Also, the onset/rime task was significantly different that the phoneme and syllable task.The combined data from this study revealed developmental trends in phonological awareness for the typical population. However, the developmental trend was not observed in the SLI population. It was noted that the typical population was more efficient in segmentation of words than the SLI population.The data that were obtained provides additional information on the phonological awareness development in typical children and children with SLI. The data may also assist researchers and clinicians in the identification and treatment of children with language impairments. The results may also provide researchers and practitioners important insight into literacy development, given the strong correlation between sound segmentation and the ability to read and write.
Department of Special Education

4

Tsang, Kit-sheung Kitty. "Syntactic awareness and language development of Cantonese-speaking children." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209740.

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Thesis (B.Sc)--University of Hong Kong, 1998.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.

5

Fricke, Silke. "Phonological awareness skills in German speaking preschool children." Idstein : Schulz-Kirchner, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2946256&prov=M&dok_var=1&dok_ext=htm.

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6

Collins, Anna. "Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/metapragmatic-awareness-in-children-with-typical-language-development-pragmatic-language-impairment-and-specific-language-impairment(67bb77e7-bda0-40d2-ac62-772bbab8bb25).html.

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Metapragmatic awareness (MPA) is the ability to explicitly reflect upon the pragmatic rules that govern conversation. There is a paucity of research on how MPA develops in childhood and whether it is impaired in children with pragmatic impairments. Despite this, MPA is often cited as an intervention tool for children with pragmatic language impairments (cwPLI) and children with specific language impairments (cwSLI). There are currently no published assessments of MPA ability and practice would benefit from application of a formalised assessment methodology. This thesis reports the phases of development of a novel clinical assessment of MPA for school-aged children called the Assessment of Metapragmatics (AMP). The AMP task is a set of 13 Video Items each depicting a conversation between pairs of school-aged children. Each Video Item portrays a different pragmatic rule violation. After viewing each AMP Video Item the participants were asked a set of Assessor Questions designed to measure MPA. The AMP Video Items were shown to 40 children with typical language development (cwTLD), 34 cwPLI and 14 cwSLI. Preliminary analyses revealed the AMP to be sensitive to age-related changes in MPA and to demonstrate good internal reliability. For the cwTLD there was a distinct developmental shift in MPA ability around seven years of age. At this age there was an increase in the child’s ability to use explicit metapragmatic vocabulary to describe a pragmatic rule violation. CwTLD demonstrated superior MPA ability in comparison to the cwPLI and the cwSLI. No differential impairment in MPA abilities was present between the cwPLI and cwSLI. Considerable variability in MPA abilities occurred for both the cwPLI and cwSLI and this was associated with language ability. This suggests that where MPA is found to be impaired, the child’s language ability should be taken into account and that language ability should be remediated before MPA is targeted in intervention. Where MPA is impaired, raising awareness of pragmatic rule may be the first step for intervention. Where MPA is age-appropriate, the child’s ability to monitor their use of the pragmatic rule, or their motivation to use the pragmatic rule, may be a more effective target of intervention in order to change behaviour. The relationship between MPA and social understanding for the pragmatic rule violation is also discussed and further studies of MPA are considered.

7

Ricciardelli, Lina. "Childhood bilingualism, metalinguistic awareness and creativity /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phr492.pdf.

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8

Wilson, Kristina Erickson Karen A. "Phonological awareness, speech, and language skills in children with clefts." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1021.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements of the degree of Doctor of Philosophy in the Department of Allied Health Sciences (Speech and Hearing Sciences)." Discipline: Allied Health Sciences; Speech and Hearing Sciences; Department/School: Medicine.

9

Cohen, Catherine. "Input factors, language experiences and metalinguistic awareness in bilingual children." Thesis, University of Salford, 2011. http://usir.salford.ac.uk/26621/.

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Previous studies have examined either the input factors predicting language proficiency in bilingual children or the relationship between bilingualism and metalinguistic awareness. This thesis takes a novel approach exploring the two areas simultaneously. A study was conducted to investigate, first, the input factors that may cause variation in bilingual language proficiency and, secondly, the effects of differing levels of bilingualism on metalinguistic awareness. The participants were 38 French-English bilingual children aged six to eight, of middle to high socio-economic status, attending an international school in France. Data on the children's language experiences and family background were collected through questionnaires given to parents and children. Language proficiency was measured using the standardised French and English versions of the Peabody Picture Vocabulary Test. Metalinguistic awareness was assessed through seven metalinguistic tasks each given in both languages. The findings are discussed in relation to Bialystok's (1986a) analysis and control framework and Cummins' (1976) threshold hypothesis. The results indicated a strong association between language exposure estimates and language proficiency measures for each language. Furthermore, the child's stronger language was shown to be a reliable predictor of variables related to language use, including the language used with peers and the language the child finds easier to speak. The results for metalinguistic awareness were generally consistent with Bialystok's and Cummins' predictions. High level balanced bilinguals outperformed dominant bilinguals on high control tasks and on certain analysis tasks, but only when the child's best score, sometimes coming from the weaker language, was considered. A strong relationship was found between the language proficiency measures and the analysis tasks. Likewise, children scoring above the median on each of the Peabody tests generally outperformed those scoring below on analysis tasks. Overall, the results indicate that proficiency in each language, as well as degree of bilingualism, impact on metalinguistic awareness.

10

Lee, Hoi-lam Caroline. "Orthographic awareness in primary school children in Hong Kong." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207627.

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Thesis (B.Sc)--University of Hong Kong, 2000.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.

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Книги з теми "Language awareness in children":

1

Hawkins, Eric W. Awareness of language: An introduction. Cambridge [Cambridgeshire]: Cambridge University Press, 1987.

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2

David, Wray. Literacy & awareness. [London, England]: Hodder & Stoughton, in association with the United Kingdom Reading Association, 1994.

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3

Kwarciak, Bogusław. Początki i podstawowe mechanizmy świadomości metajęzykowej. Kraków: Nakł. Uniwersytetu Jagiellońskiego, 1995.

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4

Molnar, Monika. The roots of language learning: Infant language acquisition. Malden, MA: John Wiley & Sons Ltd, 2014.

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5

Torgesen, Joseph K. Test of phonological awareness: Examiner's manual. 2nd ed. Austin, Tex: Pro-ed, 2004.

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6

1955-, Reed Michael A., ed. Children & language: Development, impairment & training. Hauppauge, NY: Nova Science Publishers, 2009.

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7

Jager, Adams Marilyn, ed. Phonemic awareness in young children: A classroom curriculum. Baltimore, Md: P.H. Brookes, 1998.

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8

Shaw, Rhonwen. TOWGA: Test of word and grammatical awareness. Windsor: NFER-Nelson, 2000.

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9

Zgonc, Yvette. Interventions for all: Phonological awareness. Peterborough, NH: Crystal Springs Books, 2010.

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10

Newcomer, Phyllis L. Test of phonological awareness skills: Examiner's manual. Austin, Tex: Pro-Ed, 2003.

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Частини книг з теми "Language awareness in children":

1

Leong, Che Kan. "From Phonemic Awareness to Phonological Processing to Language Access in Children Developing Reading Proficiency." In Phonological Awareness in Reading, 217–54. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-3010-6_8.

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2

Lau, Lily H. S., and Susan J. Rickard Liow. "Chapter 14: Phonological Awareness and Spelling Skill Development in Bilingual Biscriptal Children." In Second Language Writing Systems, edited by Vivian Cook and Benedetta Bassetti, 357–72. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597954-016.

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3

Krausneker, Verena. "Language use and awareness of deaf and hearing children in a bilingual setting." In Studies in Bilingualism, 195–221. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/sibil.38.10kra.

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4

Tellier, Angela, and Karen Roehr-Brackin. "2. Raising Children’s Metalinguistic Awareness to Enhance Classroom Second Language Learning." In Learning Foreign Languages in Primary School, edited by María del Pilar García Mayo, 22–48. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098118-004.

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5

Cobb, Wendy, and Virginia Bower. "Language awareness." In Language Learning and Intercultural Understanding in the Primary School, 10–27. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003129738-2.

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6

Svalberg, Agneta M.-L. "Language Awareness." In The Routledge Handbook of English Language Teaching, 399–412. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-34.

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7

Cots, Josep M., and Peter Garrett. "Language Awareness." In The Routledge Handbook of Language Awareness, 1–19. First edition. | Abingdon, Oxon ; New York :: Routledge, 2017. http://dx.doi.org/10.4324/9781315676494-1.

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Wright, Tony. "Doing language awareness." In Language in Language Teacher Education, 113–30. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.09wri.

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Andrews, Stephen, and Agneta M. L. Svalberg. "Teacher Language Awareness." In Language Awareness and Multilingualism, 219–31. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02240-6_17.

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Andrews, Stephen, and Agneta M.-L. Svalberg. "Teacher Language Awareness." In Language Awareness and Multilingualism, 1–12. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02325-0_17-1.

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Тези доповідей конференцій з теми "Language awareness in children":

1

Sitepu, Yanti Br, Harwintha Yuhria Anjarningsih, and Myrna Laksman-Huntley. "Syllable Awareness of Indonesian Children with Developmental Dyslexia." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007171706010606.

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Otake, Takashi, and Akemi Iijima. "Submoraic awareness by Japanese school children: evidence from a novel game." In 7th International Conference on Spoken Language Processing (ICSLP 2002). ISCA: ISCA, 2002. http://dx.doi.org/10.21437/icslp.2002-499.

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Asyifa, Hira Hanif, and Eri Kurniawan. "Morphological Awareness of Kindergarten Children: A Case of Reduplication." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007164001700174.

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Kurniawan, Eri, and Mochamad Salim Maridi Nurdiansyah. "Morphological Awareness of Indonesian Kindergarten Children Aged 5-6: A Case of Inflection." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007163301340139.

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5

Myers, Marie J. "BRIDGING LANGUAGE GAPS OF L2 (SECOND LANGUAGE) TEACHERS BY OPTIMIZING THEIR SELF-AWARENESS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end112.

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"During a Canada-wide consultation session of teacher trainers for future teachers of French, Canada’s official second language (L2), given the problematic situation of unprepared candidates with questionable mastery of the language, some instructors even retreated to a position stating that these students need to be encouraged although they are struggling with French. What this implies is placing role models in classes with inaccurate French, repeating the same situation if not making it even worse as indeed early French immersion is still the chosen protocol by Canadian non-French speaking parents. Young children absorb language like sponges repeating their teacher and if their French is inaccurate, learning the mistakes. What is however of more crucial importance is not to replicate language programs delivery from which learners emerge without sufficient mastery to make themselves understood because of inaccurately learnt language forms. Therefore, we have to uncover remedies to properly guide all learners, through strategies and techniques for their individual management of the language they are trying to acquire-learn. We want to ensure an economy of time in teaching programs with efficient contact times. Revisiting language programme approaches to uncover what was advocated for error correction, we looked at actional attention (Ellis, 1992), work on noticing (Fotos, 1993), markedness (Larsen-Freeman, 2018), interference (Abdullah & Jackson, 1998) interlanguage theory (Selinker, 1972), the monitor model (Krashen, 1982) and recent types of approaches, namely notional functional, communicative, and action-oriented. As well, we gleaned insights from a review of the literature on strategies and techniques including Raab, (1982) on spectator hypothesis with feedback to the whole class; through peer correction by Cheveneth, Chun and Luppesku (1983); with other innovative techniques suggested by Edge (1983); techniques advocated by Vigil and Oller (1976) for oral correction; and correction across modalities (Rixon, 1993). We will report on a qualitative study (Creswell & Poth, 2018) based on an analysis of instructor’s notes regarding the observed effect on some of the strategies that were tried and across different student groups. In this study, notes on how the instructor devised ways of drawing attention and using metacognition to obtain the best results are examined. In addition, ways involving the affective domain, through emotions and also using innovative ways through disruptions etc. were tried to see if they provided a further impact. Students reported that they appreciated the corrective feedback the way it was dispensed. However results show a variety of concerns, namely the problem with deeply fossilized errors, some students’ being over confident about their language ability, and either a deep concern for making errors that is paralyzing or a belief that over time correction will take place in interlanguage development without making any effort. Due to page limitations, in this paper we will essentially present overarching aspects."

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Bhalloo, Insiya, Kai Leung, and Monika Molnar. "Well-established monolingual literacy predictors in bilinguals." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.

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An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate that the nine major literacy precursors identified in monolingual children also significantly correlate with reading performance in simultaneous bilingual children. These nine literacy precursors are phonological awareness, letter knowledge, serial recall, oral language comprehension, vocabulary, grammar, memory, non-verbal intelligence and word decoding.

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Figueira, Ana Paula Couceiro, Sofia Campos, and Célia Ribeiro. ""THE IMPORTANCE OF UNDERSTANDING METAPHORS WORKING WITH FIGURATIVE LANGUAGE: SOME TOOLS"." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact090.

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"We present two versions of assessment/intervention tools for metaphors awareness or their comprehension: the TCM, Metaphor Comprehension Test, for children aged 9 to 14, or elementary school (Portugal), and the junior TCM, for children aged 4 to 6 years, or preschool age. They are versions/adaptations for European Portuguese of existing tools in Italian. The authors of the Italian versions are professors at the University of Sapienza, Rome, Italy, with internationally recognized work, presenting the original versions with good psychometric qualities. At the moment, the two instruments are already adapted for Portuguese, in the process of being applied in order to obtain the normative data and their validation. We expect, similar to what happens with the Italian versions, to obtain valid tools, with triple instrumentality: psychometric assessment and dynamic assessment and intervention resource, for various stages of development."

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Tubele, Sarmīte, and Kristīne Serova. "The Methods nd Materials for Promoting Reading Literacy Skills for 6 to 7 Year Old Children." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.04.

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This article summarizes the methods and materials for promoting literacy skills for 6 to 7 year old children. It is essential to promote reading literacy as the ability to read is one of the basic needs in modern society. It has been proved that the ability to read is correlated with one’s cognitive development, in particular with the ability to distinguish phonemes. These methods and materials are aimed at the improvement of the phonological awareness and they seek to raise a child’s interest to read. A total of 33 children, 12 parents, 5 teachers and 4 speech and language therapists participated in this study. The research included 26 training lessons. The purpose of this research was to evaluate the developed material as a reading literacy promotion tool for 6 to 7 year old children. The following research methods were used: the analysis of the scientific literature and the evaluation of the children’s reading performance. During the research the following observation was made: the most significant improvement in the reading performance was demonstrated by the first grade children as compared to kindergarten children with a linear improvement results. When interpreting the results, the following aspects should be taken into consideration: a child’s overall cognitive development, the school’s curriculum and the child’s environment.

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Popovici, Doru vlad, and Dorina Ardeleanu. "RESULTS FROM INTEGRATING THE "LOGOPEDIX" SOFTWARE PROGRAM IN THE SPEECH-LANGUAGE THERAPY." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-240.

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The high incidence of speech-language disorders among children with intellectual disability prompted us to seek new ways to improve the language and speech therapy, turning to the best account the latest available digital resources, by developing an original intervention program. The aim of this action research study was to assess the positive impact of the "Logopedix" software application towards meeting the speech-language therapy objectives and towards improving certain aspects of psychomotricity. The 40 participating elementary school children with intellectual disability, aged between 7 and 10, randomly selected from a Bucharest school for children with special needs, were divided into 2 groups with a homogenous distribution based on an initial evaluation. Throughout the 2012-2013 schoolyear, we subjected the two groups to a complex speech-language intervention program. We used the technology-enhanced approach for the experimental group (employing the "Logopedix" software program), and the clasical approach for the control group. We verified three research questions (research assumptions/hypotheses). The first one refers to the asumption that integrating the "Logopedix" software program within the speech-language therapy yields significantly better results than the "classical" speech-language therapy. The second one concerns the improvement of certain aspects of the fine motor skills (manual dexterity). The third one refers to the spatial awareness (telling left and right). The results of the final evaluation partially confirmed (partially ascertained) the first research question/hypotesis and fully confirmed (fully ascertained) the second and third ones. Therefore, we consider the "Logopedix" software program as a valuable assistive speech-language therapy instrument for the elementary school children with intellectual disability, within its defined limitations. Doru-Vlad Popovici, ph.D, is a university professor at the University of Bucharest, Faculty of Psychology and Educational Sciences, where he functions as Director (Chair), Department of Special Education, and as Director, Psychopedagogy of the inclusive school Master Programme Dorina Ardeleanu is a special education teacher (speech-language therapist) at the School Nr. 5 for Children with Special Needs, Bucharest. With a bachelor's degree in Psychology from the LB University of Sibiu-Hermannstadt and a master's degree in Speech-Language Therapy from the University of Bucharest

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Syihabuddin, Vismaia S. Damaianti, Yulianeta, and Halimah. "Gender Awareness Effort Trough Family Literacy Training Using Children’s Literature." In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211119.103.

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Звіти організацій з теми "Language awareness in children":

1

Mohwinkel, Sheryl. Phonological Awareness Skills in Children with Highly Unintelligible Speech. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7039.

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Owens, Bonnie. A Comparison Study of the Syntactical Language Skills of Children in the Monterey Language Program with Children Not in a Formal Language Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2510.

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Harvey, Jr, and J. C. U.S. Navy Language Skills, Regional Expertise, and Cultural Awareness Strategy. Fort Belvoir, VA: Defense Technical Information Center, January 2008. http://dx.doi.org/10.21236/ada503388.

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Kellogg, Loretta. Temperament and Language Development in First Grade Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7156.

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Lu, Catherine. Teaching language to hearing impaired children who have had no previous language experience. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1329.

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Clancy, Kathleen. Second Grade Academic Performance in Normal Children, Children with a History of, and Children with Expressive Language Delay. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6624.

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Siri Ming, Siri Ming. Can children with autism learn more flexible language patterns? Experiment, July 2014. http://dx.doi.org/10.18258/2920.

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Belfiore, Kathleen. Intervention History of Children with Slow Expressive Language Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6820.

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Botelho, Jeannie. A comparison of behavioral problems between speech and/or language impaired children and normal children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5403.

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Waters, Anna. Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1030.

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