Morphological Awareness (4 results)
MORPHOLOGICAL AWARENESS
Mott, Michael S.; Rutherford, Angela S.; Mott, Jacqueline M.; McClelland, Susan S.; Williams-Black, Thea H.
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Taschenbuch. Condition: Neu. Predictors of Grade 3 French immersion students' reading comprehension | The role of morphological awareness, vocabulary and second language cultural knowledge | Isabelle Denizot | Taschenbuch | Englisch | VDM Verlag Dr. Müller | EAN 9783639304930 | Verantwortliche Person für die EU: preigu GmbH & Co…. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.
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paperback. Condition: New. Paperback. Pub Date :2014-05-01 Pages: 167 Language: Chinese Publisher: Liaoning Fine Arts Publishing House is a broad concept form. in Chinese terms. the form as follows: shape. posture. gesture. refers to things in the form of certain conditions. We often say ideology. solve the problem of ideology.…actually means ideology. a different ideology formed different things. Such as socialism and capitalism are two ideological confrontation of the Cold War in the 20th century mankind stage appear.
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Research findings point to reading comprehension as an important mediator of academic achievement for French immersion students (Hogan, Catts, & Little, 2005). This research investigated the best predictors of word reading and reading co…mprehension in French as a second language in 72 Grade 3 students of an early French immersion programme. Results from hierarchical regression analyses showed that phonological awareness and spelling predicted word reading, whereas morphological awareness predicted reading comprehension of isolated sentences. Reading comprehension of a narrative text with more familiar cultural emphasis was predicted by receptive vocabulary (ÉVIP). Reading comprehension of a narrative text with less familiar cultural emphasis was predicted by second language cultural knowledge, followed by morphological awareness. However, participants perceived the culturally more familiar passage easier and perceived the culturally less familiar passage as more engaging. Thus, results from the study appear to confirm that reading is an interactive compensatory process. Several theoretical, pedagogical and programme development implications are drawn from the present research.
