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Book Description Hardcover. Condition: new. Seller Inventory # 9780792349587
Book Description Condition: New. Seller Inventory # ABLIING23Feb2416190182781
Book Description Condition: New. PRINT ON DEMAND Book; New; Fast Shipping from the UK. No. book. Seller Inventory # ria9780792349587_lsuk
Book Description Gebunden. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. are the findings that Wade-Woolley and Siegel obtained when they studied children for whom English was a second language. Although the second language speakers performed more poorly than the native speakers on tests of syntactic knowledge, phoneme deletion,. Seller Inventory # 5968389
Book Description Hardback. Condition: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days. Seller Inventory # C9780792349587
Book Description Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - are the findings that Wade-Woolley and Siegel obtained when they studied children for whom English was a second language. Although the second language speakers performed more poorly than the native speakers on tests of syntactic knowledge, phoneme deletion, and pseudoword repetition, the second language speakers were not worse than the native speakers in spelling. These results suggest that, even if children have not fully mastered the sound system of their second language, they need not be disadvantaged in spelling it. The findings appear to pose a challenge to views of reading and spelling that place primary emphasis on phonology. The Muter and Snowling study, together with the Nunes, Bryant and Bindman study, broadens the focus by examining aspects of spelling beyond phonology. Muter and Snow ling, in their longitudinal study of British school children, examined the degree to which various linguistic skills measured between the ages of 4 and 6 predicted spelling ability at age 9. The results support the idea that phonological skill plays an important role in spelling development, and further suggest that awareness of phonemes is more strongly related to spelling ability than awareness of rimes. In addition, grammatical awareness appears to predict spelling skill. Children who are able to reflect on meaning relationships among words may be in a position to understand how this information is represented in English spelling. Seller Inventory # 9780792349587
Book Description Condition: New. Contains chapters which focus on spelling. This book includes papers which focus on spelling as a linguistic process, examining the phonological and morphological factors that make certain words easier or harder to spell than others. Editor(s): Treiman, Rebecca. Num Pages: 206 pages, biography. BIC Classification: 2AB; CJ; JM. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 235 x 155 x 14. Weight in Grams: 482. . 1998. Reprinted from READING AND WRITING, 9:5-6, 1998. Hardback. . . . . Seller Inventory # V9780792349587
Book Description Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -are the findings that Wade-Woolley and Siegel obtained when they studied children for whom English was a second language. Although the second language speakers performed more poorly than the native speakers on tests of syntactic knowledge, phoneme deletion, and pseudoword repetition, the second language speakers were not worse than the native speakers in spelling. These results suggest that, even if children have not fully mastered the sound system of their second language, they need not be disadvantaged in spelling it. The findings appear to pose a challenge to views of reading and spelling that place primary emphasis on phonology. The Muter and Snowling study, together with the Nunes, Bryant and Bindman study, broadens the focus by examining aspects of spelling beyond phonology. Muter and Snow ling, in their longitudinal study of British school children, examined the degree to which various linguistic skills measured between the ages of 4 and 6 predicted spelling ability at age 9. The results support the idea that phonological skill plays an important role in spelling development, and further suggest that awareness of phonemes is more strongly related to spelling ability than awareness of rimes. In addition, grammatical awareness appears to predict spelling skill. Children who are able to reflect on meaning relationships among words may be in a position to understand how this information is represented in English spelling. 220 pp. Englisch. Seller Inventory # 9780792349587
Book Description Condition: New. Contains chapters which focus on spelling. This book includes papers which focus on spelling as a linguistic process, examining the phonological and morphological factors that make certain words easier or harder to spell than others. Editor(s): Treiman, Rebecca. Num Pages: 206 pages, biography. BIC Classification: 2AB; CJ; JM. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 235 x 155 x 14. Weight in Grams: 482. . 1998. Reprinted from READING AND WRITING, 9:5-6, 1998. Hardback. . . . . Books ship from the US and Ireland. Seller Inventory # V9780792349587