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21“…All pupils were randomly assigned to one of four treatment conditions: a control group who received math instruction, Big Book reading enhanced with phonics (BB/EP), Big Book reading on its own, and Phonics on its own. …”
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22por Van Herck, Shauni, Economou, Maria, Vanden Bempt, Femke, Glatz, Toivo, Ghesquière, Pol, Vandermosten, Maaike, Wouters, Jan“…Furthermore, targeted interventions, phonics‐based and auditory, are being developed, but little is known about their impact. …”
Publicado 2022
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23por Burton, Jennifer K, Marwick, Charis A, Galloway, James, Hall, Christopher, Nind, Thomas, Reynish, Emma L, Guthrie, Bruce“…Phonics score with cut-off ≥13 had PPV 92–97% with sensitivity 72–87%. …”
Publicado 2019
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24“…They learned German words through one of three pedagogical video lecture conditions: social-context (SC) condition, picture-phonics (PP) condition, and non-picture phonics (NPP) condition. …”
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25por Dessemontet, Rachel Sermier, Linder, Anne-Laure, Martinet, Catherine, Martini-Willemin, Britt-Marie“…Findings indicate that phonics and phonological awareness were taught in most of the classrooms. …”
Publicado 2021
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26“…In the context of “Internet+,” new modes of teaching phonics have emerged, reconfiguring the spatial and temporal relationship of phonics education. …”
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27“…The comparisons evaluated five reading fluency trainings, three phonemic awareness instructions, three reading comprehension trainings, 29 phonics instructions, three auditory trainings, two medical treatments, and four interventions with coloured overlays or lenses. …”
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28“…Remediation of grapho-phonemic deficiencies with a new computerized phonics training program (GraphoGame) might be able to surpass the limits of classical phonics training programs, particularly with regard to reading fluency. …”
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29“…Participants either received phonics feedback, in which each word was spelled out and repeated; word feedback, in which each word was repeated; or no feedback. …”
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30“…Furthermore, neither verbal learning nor verbal consolidation was related to responsiveness to a phonics through spelling intervention in children with dyslexia. …”
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31“…Children with WS benefit strongly from systematic phonics instruction regardless of IQ. Instruction focused on improving listening comprehension is likely to improve reading comprehension, especially as word reading skills increase. …”
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32Tabla de Contenidos: “…Language as social practice: sociocultural foundations of discourse & learning -- Neurolinguistics: rethinking language in the flesh -- Phonology: why language sounds different to second language learners -- Phonics and whole language: linguistic foundations -- Syntax: english learners building sentences -- Morphology: building words with English learners -- Semantics: the beginning of meaning -- Written language: historical developments in literacy -- Language learning: basic principles and debates -- Learning and context: language and activity -- Functions of language: using language around the world -- Narratives: living a narrated life -- Language and identity: who we are and how we speak -- Language ideologies.…”
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33por van de Walle de Ghelcke, Alice, Rossion, Bruno, Schiltz, Christine, Lochy, Aliette“…The impact of learning to read in a mixed approach using both the global and phonics teaching methods on the emergence of left hemisphere neural specialization for word recognition is yet unknown in children. …”
Publicado 2020
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34“…The goal of this study was to develop a tablet-based reading tool, grounded in the principles of phonics-based instruction, and determine whether struggling readers could leverage this technology to decode challenging words. …”
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35por Sigmundsson, Hermundur, Thórsdóttir, Helga S., Njálsdóttir, Herdís R., Hjaltalín, Svava Th.“…The perspective ‘READ’ builds on the phonics approach which has been found to be most important in relation to reading achievement i.e., to teach children to break the reading code. …”
Publicado 2022
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36“…Children with dyslexia are at risk of poor academic attainment and lower life chances if they do not receive the support they need. Alongside phonics‐based interventions which already have a strong evidence base, specialist dyslexia typefaces have been offered as an additional or alternative form of support. …”
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37por Niolaki, Georgia Z., Negoita, Alexandra, Vousden, Janet I., Terzopoulos, Aris R., Taylor, Laura, Masterson, Jackie“…Although children in younger year groups seemed to rely more on phonics, based on the strongest correlation coefficients for all word types, with further spelling experience, lexical processes seemed to be more evident, depending on the type of word examined. …”
Publicado 2023
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38por Fletcher-Flinn, Claire M.“…The effects of dynamic stability may be seen in the differences obtained in the processing of print by beginner readers taught by different approaches to reading (phonics and text-centered), and more long-term effects on adults, consistent with these differences. …”
Publicado 2014
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39por Forné, Susanna, López-Sala, Anna, Mateu-Estivill, Roger, Adan, Ana, Caldú, Xavier, Rifà-Ros, Xavier, Serra-Grabulosa, Josep M.“…In conclusion, results suggest that intensive early intervention based on phonics training is an effective strategy to remediate reading difficulties, and that it can be used at school as the first approach to tackle such difficulties.…”
Publicado 2022
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40“…Reading relies heavily on phonics as well as visual attention. Students with normal hearing read by transforming phonic sounds into words. …”
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