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Dissertations / Theses on the topic 'Letter sound'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

Meng, Helen M. "Phonological parsing for bi-directional letter-to-sound/sound-to-letter generation." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11413.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1995.<br>Includes bibliographical references (leaves 185-195).<br>by Helen Mei-Ling Meng.<br>Ph.D.

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2

Gabovich, Vladislav Y. (Vladislav Yurievich) 1980. "A multi-stage sound-to-letter recognizer." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/87225.

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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2002.<br>Includes bibliographical references (p. 87-88).<br>by Vladislav Y. Gabovich.<br>M.Eng.

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3

Stuart, Kathleen Morag. "Phonological awareness, letter-sound knowledge and learning to read." Thesis, Birkbeck (University of London), 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262063.

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4

White, Teresa. "The effects of mnemonics on letter recognition and letter sound acquisition of at-risk kindergarten students." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1100.

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5

Maxwell, Larisa Ann. "Effect of a Stimulus Shaping Procedure on Fluent Letter Sound Acquisition." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11025/.

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Numerous studies have evaluated and confirmed many benefits of errorless learning and fluency-based procedures. The purpose of this study was to evaluate the benefits of combining an errorless learning procedure, stimulus shaping, and fluency-based procedures to teach see/say letter sound discriminations to three preschool children. Participants were taught 6 letter sounds using a hear/point stimulus shaping procedure followed by a see/say fluency-based procedure. A second letter set was taught using only the fluency-based procedure. Results showed that combining the procedures reduced the amo

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Maxwell, Larisa Ann Rosales-Ruiz Jesus. "Effect of a stimulus shaping procedure on fluent letter sound acquisition." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11025.

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7

Roberts, L. C. "The roles of phonological sensitivity and letter-sound knowledge in reading acquisition." Thesis, Swansea University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638686.

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The research reported in this thesis, sought to examine the relative roles of rhyme awareness, phoneme awareness and letter-sound knowledge in children’s early reading. At the centre of the rhyme-phoneme debate is the clue word paradigm, a central plank of Goswami’s reading theory. In this task children are presented with a clue-word and then asked to read a series of other unfamiliar words. The rationale is that if children use orthographic rime analogy, then they are most likely to read unfamiliar words if they contain the same rime unit as the clue word. There is, however, growing evidence

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8

Davis, Elizabeth L. "The Effects of a Phonologically Linked Kindergarten Writing Program on Letter-Sound Relationships." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237831459.

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9

Bouchière, Blandine. "Contribution de la connaissance du nom des lettres à l’apprentissage du son des lettres : Etudes chez les prélecteurs francophones." Thesis, Bordeaux 2, 2011. http://www.theses.fr/2011BOR21882/document.

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Cette thèse présente un ensemble d’études examinant l’influence de la connaissance du nom des lettres sur l’apprentissage et la connaissance du son des lettres. Deux études sont consacrées à la place de la connaissance de la forme des lettres dans la relation entre nom et son des lettres. Les études ont été menées auprès de prélecteurs francophones âgés de 3 à 6 ans et scolarisés en école maternelle. L’objectif de la première étude (Etude 1) était de décrire la connaissance du nom des lettres avec l’âge et d’identifier des facteurs d’apprentissage. Les résultats ont révélé une influence de la

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10

Davis, Dawn. "Naming Speed, Letter-Sound Automaticity, and Acquiring Blending Skills among Students with Moderate Intellectual Disabilities." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/epse_diss/76.

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Students with moderate intellectual disabilities (MoID) typically are not taught decoding skills because they have difficulty mastering critical blending skills. In response to this skill deficit among students with MoID, an Initial Phonics instructional sequence was created that included student development of rapid and automatic retrieval of taught letter-sound correspondences to a level of mastery before teaching the skill of blending. For each of 16 students with MoID (ages 6-15), mastery criterion of letter-sound automaticity phases was determined by their individual naming speed as measu

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11

Luu, Cuong (Ken) Thoi. "Effects of Joint-Control Training on Producing Letter-Sound Bi-directionality in Children with Autism." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249920604.

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12

Onken, Busaki. "Letter-sound relationship in modern British English: theoretical considerations and teaching implications for Zairean efl beginners." Doctoral thesis, Universite Libre de Bruxelles, 1987. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213424.

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13

Kuhle, Jennifer Lynn. "Use of brief experimental analysis to identify early literacy interventions in students with letter-sound correspondence deficits." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2103.

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A Brief Experimental Analysis (BEA) is used to quickly and simultaneously evaluate two or more interventions so that the most effective intervention is selected for on-going implementation (Daly, Witt, Martens, & Dool, 1997; Martens & Gertz, 2009). Oral reading fluency interventions have been successfully evaluated using a BEA, yet minimal research studies have evaluated early literacy interventions within this context (Daly, Martens, Hamler, Dool, Eckert, 1999; Eckert, Ardoin, Daly, & Martens, 2002; McComas & Burns, 2009). The primary goal of the current study was to examine the effectiveness

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Nucich, Joy Euphemia. "In-depth analysis of the connections between the development of letter-sound correspondence in writing and beginning reading." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31248.

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This research investigates literacy-based behaviors and their development in a Grade One classroom. It examines in detail the strategies children used to make reading and writing connections in emergent literacy. It focuses on one particular stage of writing when children first begin using letters to represent sounds and its relationship to beginning reading in the context of a classroom. Current research on emergent literacy provided the theoretical framework for this study. The teacher as researcher used a linked case study design to investigate the development of reading and writing in fiv

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15

Mc, Donagh Sarah Hadley. "Developing automaticity at the component skill levels of letter-sound correspondence, letter combinations, word reading and connected text : an analysis of outcomes for children at risk for reading difficulties in grades two and three /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113018.

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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 249-258). Also available for download via the World Wide Web; free to University of Oregon users.

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Doucette, Jessica Rosales-Ruiz Jesus. "A comparison of the effects of errorful and errorless teaching methods on the acquisition, generalization, and retention of letter sound discriminations in young children." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3677.

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Doucette, Jessica. "A Comparison of the Effects of Errorful and Errorless Teaching Methods on the Acquisition, Generalization, and Retention of Letter Sound Discriminations in Young Children." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3677/.

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The present study compared the effects of an errorless stimulus shaping procedure to an errorful fluency based procedure for teaching difficult letter sound discriminations using a counterbalanced multielement experimental design. For 2 participants, letters fsteai were taught using the errorless procedure and letters bpdvou were taught using the errorful procedure. For the other 2 participants the conditions were reversed. All participants had considerably fewer errors and fewer trials to criterion with the errorless than with the errorful procedure. Tests of retention and generalization indi

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18

Griffin, Crystal Simone. "A comparison of the effectiveness and efficiency of traditional phonics - distributed practice, traditional phonics - massed practice, and incremental rehearsal on kindergarten students' letter-sound correspondence performance." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1237210291.

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Ross, Kelsey M. "The Effects of the Word Box Intervention Implemented as an iPad Application on the Letter-Sound Correspondence Knowledge of Learners of English as an Additional Language." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554414821482942.

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Jansche, Martin. "Inference of string mappings for speech technology." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1061209163.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xv, 268 p.; also includes graphics. Includes abstract and vita. Advisor: Chris Brew, Dept. of Linguistics. Includes bibliographical references (p. 252-266) and index.

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21

Biancone, Patricia L. "The Effects of an Integrated Early Literacy and Motor Skill Intervention on Children’s Alphabet Knowledge, Initial Sound Awareness, and Fundamental Motor Skill Outcomes: An Early Efficacy Study." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1530277897706931.

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22

Chan, Siu-ling, and 陳小玲. "From letters to sound: the dyslexic bridge toreading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3159847X.

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Pitombo, Sheila Coutinho Paiva. "A consci?ncia fonol?gica e o ensino das rela??es letra-som para a compreens?o do princ?pio alfab?tico: resultados de um programa de interven??o." Universidade Estadual de Feira de Santana, 2016. http://localhost:8080/tede/handle/tede/454.

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Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-02-20T21:07:27Z No. of bitstreams: 1 Disserta??o vers?o definitiva.pdf: 3241390 bytes, checksum: ff59d669fa1bb403bb8bada5f77098f0 (MD5)<br>Made available in DSpace on 2017-02-20T21:07:27Z (GMT). No. of bitstreams: 1 Disserta??o vers?o definitiva.pdf: 3241390 bytes, checksum: ff59d669fa1bb403bb8bada5f77098f0 (MD5) Previous issue date: 2016-08-17<br>This dissertation is the result of a research carried out in the Post-Graduate Education in Research Line 2: Culture, Formation and Pedagogical Practices, in the U

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Chan, Siu-ling. "From letters to sound the dyslexic bridge to reading /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3159847X.

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Beněk, Tomáš. "Implementing and Improving a Speech Synthesis System." Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2014. http://www.nusl.cz/ntk/nusl-236079.

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Tato práce se zabývá syntézou řeči z textu. V práci je podán základní teoretický úvod do syntézy řeči z textu. Práce je postavena na MARY TTS systému, který umožňuje využít existujících modulů k vytvoření vlastního systému pro syntézu řeči z textu, a syntéze řeči pomocí skrytých Markovových modelů natrénovaných na vytvořené řečové databázi. Bylo vytvořeno několik jednoduchých programů ulehčujících vytvoření databáze a přidání nového jazyka a hlasu pro MARY TTS systém bylo demonstrováno. Byl vytvořen a publikován modul a hlas pro Český jazyk. Byl popsán a implementován algoritmus pro přepis gra

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Laugle, Kelly M. "Measuring the alphabetic principle: Mapping behaviors onto theory." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10331.

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xiii, 137 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Research suggests that development of the alphabetic principle is a critical factor in learning to recognize words and becoming a successful reader. The alphabetic principle encompasses both the understanding that relationships exist between letters and sounds and the application of these relationships to reading words. This study investigated the degree to which different measures of the alphabetic principle were predictive of later reading de

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OLIVEIRA, LYSIANE WILLEMANN. "SOUND SYMBOLISM IN THE LETTERS EXCHANGED BETWEEN GUIMARÃES ROSA AND HIS TRANSLATORS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20712@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>Este trabalho examina a correspondência entre Guimarães Rosa e seus tradutores alemão, italiano e norte-americana, com vistas à depreensão e análise de perspectivas rosianas sobre o simbolismo sonoro. Examinam-se as reflexões sobre o tema que se podem depreender (a) das considerações gerais que Rosa faz no corpo das cartas enviadas a seus tradutores; e (b) das detalhadas instruções que ele acrescenta em anexos, para dirimir dúvidas específicas colocadas pelos tradutores. Mostra-se,

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Richard, Jessie A. "Implementing Class-wide Matching to Sample Instruction in Preschool Classrooms to Teach Early Literacy Skills." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530798216443318.

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29

Edström, Andreas. "Bildande bokstavssånger : nya bokstavssånger med fokus på bokstavsljud, språkutveckling och fonologisk medvetenhet." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-315588.

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I detta arbete beskrivs ett projekt som syftade till att skapa bokstavssånger som ökar elevernas kunskap om bokstavsljuden och bidrar till språkutveckling samt fonologisk medvetenhet, vilket i sin tur kan stödja läs- och skrivinlärningen. Sångerna ska också vara roliga, meningsfulla och inbjuda till delaktighet. Projektet startades under mitt tredje år på Grundlärarprogrammet vid Uppsala universitet, då jag under 7 veckor hade min tredje och sista verksamhetsförlagda utbildning (VFU) i en förskoleklass i Uppsala. Projektet fortsatte även resten av våren som en del av min utbildning, då jag läs

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Osley, Kristin R. "A head start on reading for children in a Head Start preschool program." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc10985/.

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Literacy is a fundamental to all areas of learning. Early reading experiences prior to elementary school and kindergarten years are critical factors for later reading success. This study evaluated the effect Direct Instruction® reading procedures vs. Scholastic Early Childhood Program® reading procedures on the production of letter names, letter sounds, CV and CVC blends by preschool-aged students in a Head Start program. Results showed the intervention group improved in all areas, while the control group improved only in letter naming and letter sounds. This study discusses reading as a behav

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Eriksson, Anna-Lena. "Jag kan redan läsa och skriva! : Hur anpassas undervisningen för de elever som redan kan läsa och skriva när de börjar skolår ett?" Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4441.

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<p>My essay is about how teachers work with pupils who already are able to read and write when they start first grade. I have focused on the different ways teachers use, and if there are any differences in their teaching concerning those pupils who already know how to read and write. I discuss current research about which methods and different ways the teachers use. I have interviewed teachers in different schools about how their methods and their way of working are different when it comes to handling those pupils. My conclusion is that there is a big difference in the way teachers work when i

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Benvenuto, Andrea. "Qu'est-ce qu'un sourd ? : de la figure au sujet philosophique." Paris 8, 2009. http://www.theses.fr/2009PA083128.

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Du paradigme aristotélicien, qui pose la parole articulée comme distinction entre l'homme et l'animal, aux controverses entre rationalistes et sensualistes au XVIIIe siècle, le sourd-muet des philosophes a diversement inspiré les pédagogues de sourds jusqu'à l'abbé de l'Épée. La perspective aristotélicienne subit un renversement au siècle des Lumières. En témoigne la "Lettre sur les sourds et muets" de Diderot : le recours à la langue des sourds subvertit l'ordre qui contraint l'homme à un rapport prédéterminé au monde de la connaissance. Depuis la Révolution française, l'éducation des sourds,

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Khellaf, Kheira. "Le traitement de la délinquance des mineurs en droit algérien : étude à la lumière du droit français." Thesis, Perpignan, 2015. http://www.theses.fr/2015PERP0043.

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La délinquance des mineurs existe depuis toujours et pour y faire face, les sociétés répriment et enferment depuis toujours. Des enfants ont purgé leur peine tour à tour dans des prisons, des bagnes, des maisons de correction…Aujourd’hui encore la délinquance des mineurs reste une inquiétude majeure de la société et du législateur qui s’interrogent toujours sur les moyens d’y répondre autrement, humainement et efficacement.Le fait que le mineur est un individu en cours de construction implique que les actes de délinquance qu’il commet ne peuvent être réduits à l’expression de sa seule volonté,

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Long, Kim Martin. "The American Eve: Gender, Tragedy, and the American Dream." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277633/.

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America has adopted as its own the Eden myth, which has provided the mythology of the American dream. This New Garden of America, consequently, has been a masculine garden because of its dependence on the myth of the Fall. Implied in the American dream is the idea of a garden without Eve, or at least without Eve's sin, traditionally associated with sexuality. Our canonical literature has reflected these attitudes of devaluing feminine power or making it a negative force: The Scarlet Letter, Moby-Dick, Adventures of Huckleberry Finn, The Great Gatsby, and The Sound and the Fury. To recreate the

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Svrckova, Tatiana. "Nexus." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1341527229.

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Almeida, Tiago Alexandre Fernandes. "Instrução transmissiva ou construtivista nos programas de escrita inventada : Impacto na qualidade das escritas inventadas de crianças em idade pré-escolar." Doctoral thesis, ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida, 2014. http://hdl.handle.net/10400.12/2776.

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Tese submetida como requisito parcial para obtenção do grau de Doutoramento em Psicologia - Área de especialidade Psicologia da Saúde<br>O presente estudo tem como objectivos especificar a eficácia de dois tipos de instrução (transmissiva vs. construtivista) distintas nos programas de intervenção em escrita, manipulando as palavras facilitadoras e o tipo de orientação dado para analisar e refletir sobre as palavras escritas. Pretende-se verificar, por um lado, o impacto dos dois tipos de instrução nas conceptualizações infantis, número de fonetizações e consciência fonológica. Por outro,

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Nogita, Akitsugu. "L2 letter-sound correspondence: Mapping between English vowel graphemes and phonemes by Japanese EAL learners." Thesis, 2016. http://hdl.handle.net/1828/7553.

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The main focus of this dissertation is to investigate to what extent Japanese English-as-an-additional-language (EAL) learners have mastered default grapheme-phoneme correspondence (GPC) patterns of North American English vowels. The underlying motivation of this research comes from my observation that many mispronunciations of English vowels by Japanese EAL learners in formal learning settings are caused by their misinterpretation of English spellings rather than by phonological factors. Traditionally, Japanese speakers’ mispronunciations of English vowels have been attributed to a phonologic

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Walton, Patrick D. "Rhyming ability, phoneme identity, letter-sound knowledge, and the use of orthographic analogy by prereaders." Thesis, 1993. http://hdl.handle.net/2429/2090.

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Recent research in phonological awareness found a strong link between rhyming ability in preschool children and later reading achievement. The use of orthographic analogy, the ability to make inferences from similarities in spelling to similarities in sound, was proposed as the mechanism to explain this relationship (Goswami & Bryant, 1990). Literature was presented that suggested the need for further research. Four research questions were examined. First, can prereaders learn to read unfamiliar words on the basis of orthographic analogy after brief training with rhyming words? The evidence su

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Hetherton, Mary Beth. "Treatment of foundational reading skills through telepractice and face-to-face environments: Single subject design." 2013. https://scholarworks.umass.edu/dissertations/AAI3603098.

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Service delivery and the access to specialized instructions to consumers, encounters many barriers within the profession of speech-language pathology. This state of affairs is largely due to the disparate distribution of speech language services (ASHA, 2005). This restricted access, or an inability to access services, is a result of a number of factors, which include lack of clinicians, insufficient number of facilities in geographic area, and transportation issues (ASHA, 2004e). As a result, students who require specialized reading instruction are not afforded the opportunity to access the ne

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Lin, Yu-Chen, and 林玉真. "Taiwanexe University Students'''' Word Decoding Skills with the Knowledge of Letter-Sound Correspondences: The Context of Biotechnology and Chemical Engineering Department Students, STUT." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/15765046735580825913.

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碩士<br>南台科技大學<br>應用英語系<br>92<br>The study evaluates the word decoding skills of sophomores in a university of technology. It mainly examines if they, without school’s formal instruction and drills of phonics, are able to acquire the knowledge of letter-sound correspondences by themselves after learning English for at least seven years. Their common problems while decoding are also analyzed. Three measures conducted in the study are: Word Decoding Test, Word Meaning Test, and Questionnaire Survey. Base on the criteria that most frequent spellings of 44 sounds induced from literatur

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Chang, Li-yu Lydia, and 張莉玉. "A Comparative Study of Three Approaches for Teaching Letter Names and Sounds." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/20548744191144507007.

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碩士<br>國立台北師範學院<br>兒童英語教育研究所<br>94<br>Results of L1 research revealed if letter sounds were taught ahead of letter names, emergent reading ability would be higher (cf. Groff, 2001; Kameenui, et al., 1990; Waynel, 1989). Yet, no one has examined the effect of such teaching sequence in Taiwan. To determine the optimal sequence for teaching letter names and letter sounds, the present study was set up to compare three approaches (i.e., LN (Letter-name-first), LS (Letter-sound-first), and LNLS (Letter-name-letter- sound-together)). Forty-nine first-graders of a Taipei primary school were divided int

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Purcell, Terri Lynn. "Articulatory attributes of letter sounds : considering manner, place, and voicing for kindergarten instruction /." 2002. http://wwwlib.umi.com/dissertations/fullcit/3083088.

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Lu, Peiju, and 呂佩儒. "The Study of the Correlation between EFL Learners' Letter Sounds Correspondence and Phonological Awareness." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/43140732179472270530.

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碩士<br>國立臺中教育大學<br>教育測驗統計研究所<br>99<br>This study mainly investigated the foreign language learning process of primary grade students in Taiwan. Analysis of the students’ performance and item responses can help understand the correlation between the letter sounds correspondence and the phonological awareness ability, the inadequacies of their concepts and the differences between males and females. It helps teachers carry out remedial instruction and improve their teaching, too. Two hundred and sixty-five primary fifth grade students, 144 males and 121 females, were involved in this study. Th

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"The Impact of Multisensory Instruction on Learning Letter Names and Sounds, Word Reading and Spelling." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.39415.

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abstract: Children with dyslexia have difficulty learning to read. The purpose of this study was to investigate whether the use of simultaneous multisensory structured language (multisensory) instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (TD; N=6) or with dyslexia (DYS; N=5) than structured language instruction alone. The use of non-English graphemes (letters) to represent two pretend languages were used to control for children’s lexical knowledge. A multiple baseline, multiple probe across sub

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Capell, Martín. "Interweaving letters and sounds : the impact of phonics instruction in English on the oral production and symbolic representation of sounds among university-level L2 English learners." Tesis de maestría, 2016. http://hdl.handle.net/11086/6191.

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The study described in this thesis was conducted with a number of L1 Spanish learners of L2 English who were students of English Pronunciation Practice (EPP), an undergraduate pronunciation course taught in English Teaching, Translation and Research programs at Facultad de Lenguas (FL), Universidad Nacional de Córdoba (UNC). It was aimed at investigating whether explicit phonics instruction contributes positively to the oral production and phonemic transcription of unfamiliar words of a number of university-level L1 Spanish learners of L2 English. A quasi-experimental research designed was use

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Nogueira, Joana Maia. "Nomes e sons das letras: O que mais facilita a sua mobilização nas escritas inventadas?" Master's thesis, 2011. http://hdl.handle.net/10400.12/3865.

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O objectivo do presente estudo foi avaliar o efeito de factores intrínsecos ao conhecimento do nome e do som das letras, na qualidade das escritas inventadas de crianças, antes do ensino formal da leitura e escrita. Especificamente pretendeu-se estudar o carácter facilitador de palavras que continham o nome das letras e palavras que continham o som das letras, quer na sílaba inicial quer na sílaba final, para a mobilização dessas letras, nos processos precoces de fonetização. Foi também analisada a relação das fonetizações realizadas com o modo de articulação das letras, comparando letra

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Simões, Susana Maria Afonso Freitas. "Alunos em risco na fluência da leitura: o uso da monitorização com base no currículo no contexto de um modelo de resposta à intervenção." Master's thesis, 2015. http://hdl.handle.net/1822/41386.

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Dissertação de mestrado em Educação Especial (área de especialização em Dificuldades de Aprendizagem Específicas)<br>Este estudo teve por finalidade conhecer não só o nível de fluência da leitura, ao longo do 1.º ano, mas também em que medida esta se relaciona com o nível da identificação de fonemas e grafemas no pré-escolar e 1.º ano. Neste contexto, realizamos um estudo longitudinal no qual recolhemos dados com provas de monitorização com base no currículo (MBC) para identificarmos o nível da Fluência dos sons das letras (FSL), da Fluência dos nomes das letras (FNL) no contexto pré-esc

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Khosa, Martha. "Early reading development in Xitsonga : a study of learners and teachers in grade 1 classrooms in Limpopo province." Thesis, 2021. http://hdl.handle.net/10500/27429.

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Summaries in English, Xitsonga and Afrikaans<br>Reading literacy for many black South African learners is a problem. In order to understand what happens in the South African foundation phase classrooms that affect learners’ reading performance, this study uses the adapted early grade reading assessment (EGRA) tool to assess Grade 1 learners’ reading abilities in the home language (four schools) and in the first additional language (one school). The EGRA is important for measuring foundational literacy skills. Its outcomes help teachers plan instruction that accommodates diverse learning capabi

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