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You searched for subject:(Phonological awareness). Showing records 1 – 30 of 294 total matches.

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1. Withrow, Karla. Preschool Teachers??? Understanding of Phonological Awareness .

Degree: 2014, California State University – San Marcos

 Research has documented that there is an inconsistency in terms of education requirements for preschool teachers across the nation. This inconsistency brings various levels of… (more)

Subjects/Keywords: phonological awareness; phonemic awareness; preschool

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APA (6th Edition):

Withrow, K. (2014). Preschool Teachers??? Understanding of Phonological Awareness . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/123785

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Withrow, Karla. “Preschool Teachers??? Understanding of Phonological Awareness .” 2014. Thesis, California State University – San Marcos. Accessed February 23, 2020. http://hdl.handle.net/10211.3/123785.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Withrow, Karla. “Preschool Teachers??? Understanding of Phonological Awareness .” 2014. Web. 23 Feb 2020.

Vancouver:

Withrow K. Preschool Teachers??? Understanding of Phonological Awareness . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10211.3/123785.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Withrow K. Preschool Teachers??? Understanding of Phonological Awareness . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/123785

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Addis Ababa University

2. THEODRA, GEORGE. ANEXPLORATION OF TEACHERS' APPLICATION OF PHONOLOGICAL AWARENESS ON INITIAL READING AT PRESCHOOL: THREE PTIVATE KINDERGARTEN SCHOOLS IN FOCUS .

Degree: 2012, Addis Ababa University

 The main objective of this study was to explore teachers' application of "Phonological Awareness" in three private kindergarten schools and to explore the extent to… (more)

Subjects/Keywords: PHONOLOGICAL AWARENESS; READING AT PRESCHOOL

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APA (6th Edition):

THEODRA, G. (2012). ANEXPLORATION OF TEACHERS' APPLICATION OF PHONOLOGICAL AWARENESS ON INITIAL READING AT PRESCHOOL: THREE PTIVATE KINDERGARTEN SCHOOLS IN FOCUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2188

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

THEODRA, GEORGE. “ANEXPLORATION OF TEACHERS' APPLICATION OF PHONOLOGICAL AWARENESS ON INITIAL READING AT PRESCHOOL: THREE PTIVATE KINDERGARTEN SCHOOLS IN FOCUS .” 2012. Thesis, Addis Ababa University. Accessed February 23, 2020. http://etd.aau.edu.et/dspace/handle/123456789/2188.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

THEODRA, GEORGE. “ANEXPLORATION OF TEACHERS' APPLICATION OF PHONOLOGICAL AWARENESS ON INITIAL READING AT PRESCHOOL: THREE PTIVATE KINDERGARTEN SCHOOLS IN FOCUS .” 2012. Web. 23 Feb 2020.

Vancouver:

THEODRA G. ANEXPLORATION OF TEACHERS' APPLICATION OF PHONOLOGICAL AWARENESS ON INITIAL READING AT PRESCHOOL: THREE PTIVATE KINDERGARTEN SCHOOLS IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2020 Feb 23]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2188.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

THEODRA G. ANEXPLORATION OF TEACHERS' APPLICATION OF PHONOLOGICAL AWARENESS ON INITIAL READING AT PRESCHOOL: THREE PTIVATE KINDERGARTEN SCHOOLS IN FOCUS . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2188

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Otago

3. Divers, Sarah Catherine. Quality over Quantity: The Link between Specific Qualities of Parent Speech and Young Children's Phonological Awareness .

Degree: 2011, University of Otago

 The predictive link between phonological awareness (PA), the ability to identify and isolate sounds within speech, and later reading ability is well documented. With developing… (more)

Subjects/Keywords: Phonological Awareness; Parent Speech

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APA (6th Edition):

Divers, S. C. (2011). Quality over Quantity: The Link between Specific Qualities of Parent Speech and Young Children's Phonological Awareness . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/1710

Chicago Manual of Style (16th Edition):

Divers, Sarah Catherine. “Quality over Quantity: The Link between Specific Qualities of Parent Speech and Young Children's Phonological Awareness .” 2011. Masters Thesis, University of Otago. Accessed February 23, 2020. http://hdl.handle.net/10523/1710.

MLA Handbook (7th Edition):

Divers, Sarah Catherine. “Quality over Quantity: The Link between Specific Qualities of Parent Speech and Young Children's Phonological Awareness .” 2011. Web. 23 Feb 2020.

Vancouver:

Divers SC. Quality over Quantity: The Link between Specific Qualities of Parent Speech and Young Children's Phonological Awareness . [Internet] [Masters thesis]. University of Otago; 2011. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10523/1710.

Council of Science Editors:

Divers SC. Quality over Quantity: The Link between Specific Qualities of Parent Speech and Young Children's Phonological Awareness . [Masters Thesis]. University of Otago; 2011. Available from: http://hdl.handle.net/10523/1710


California State University – Sacramento

4. Zarchy, Razi Michael. Phonologically rich articulation therapy : the FONEMZ approach.

Degree: MS, Speech Pathology and Audiology (Speech Pathology, 2011, California State University – Sacramento

 The purpose of this study was to examine the efficacy of FONEMZ, a visual interactive cueing system used to teach phoneme production to children with… (more)

Subjects/Keywords: Articulation disorders; Phonological awareness; Phonemic awareness; Symbols

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APA (6th Edition):

Zarchy, R. M. (2011). Phonologically rich articulation therapy : the FONEMZ approach. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1230

Chicago Manual of Style (16th Edition):

Zarchy, Razi Michael. “Phonologically rich articulation therapy : the FONEMZ approach.” 2011. Masters Thesis, California State University – Sacramento. Accessed February 23, 2020. http://hdl.handle.net/10211.9/1230.

MLA Handbook (7th Edition):

Zarchy, Razi Michael. “Phonologically rich articulation therapy : the FONEMZ approach.” 2011. Web. 23 Feb 2020.

Vancouver:

Zarchy RM. Phonologically rich articulation therapy : the FONEMZ approach. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10211.9/1230.

Council of Science Editors:

Zarchy RM. Phonologically rich articulation therapy : the FONEMZ approach. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1230

5. O'SULLIVAN, JENNIFER. A Sound Beginning for Reading: The impact of a phonological awareness programme on junior infant children attending a DEIS urban Band 1 school.

Degree: School of Education. Discipline of Education, 2019, Trinity College Dublin

 Phonemic awareness -"the conscious awareness that spoken words are made up of individual speech sounds?" (Walsh, 2009)- is an important prerequisite for later reading proficiency,… (more)

Subjects/Keywords: Phonemic awareness; Phonological awareness; Reading; Emergent literacy

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APA (6th Edition):

O'SULLIVAN, J. (2019). A Sound Beginning for Reading: The impact of a phonological awareness programme on junior infant children attending a DEIS urban Band 1 school. (Thesis). Trinity College Dublin. Retrieved from http://hdl.handle.net/2262/89460

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

O'SULLIVAN, JENNIFER. “A Sound Beginning for Reading: The impact of a phonological awareness programme on junior infant children attending a DEIS urban Band 1 school.” 2019. Thesis, Trinity College Dublin. Accessed February 23, 2020. http://hdl.handle.net/2262/89460.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

O'SULLIVAN, JENNIFER. “A Sound Beginning for Reading: The impact of a phonological awareness programme on junior infant children attending a DEIS urban Band 1 school.” 2019. Web. 23 Feb 2020.

Vancouver:

O'SULLIVAN J. A Sound Beginning for Reading: The impact of a phonological awareness programme on junior infant children attending a DEIS urban Band 1 school. [Internet] [Thesis]. Trinity College Dublin; 2019. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/2262/89460.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

O'SULLIVAN J. A Sound Beginning for Reading: The impact of a phonological awareness programme on junior infant children attending a DEIS urban Band 1 school. [Thesis]. Trinity College Dublin; 2019. Available from: http://hdl.handle.net/2262/89460

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

6. Kennedy, Hazel. An Investigation of word encoding strategy and verbal short term memory in developmental dyslexia.

Degree: 2006, University of Edinburgh

 Dyslexic children have been shown to have poorer phonological awareness and phonological memory skills than normal readers. Evidence from a number of studies shows that… (more)

Subjects/Keywords: dyslexia; phonological awareness; phonological memory; word encoding; orthographic coding; phonological coding

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APA (6th Edition):

Kennedy, H. (2006). An Investigation of word encoding strategy and verbal short term memory in developmental dyslexia. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2333

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kennedy, Hazel. “An Investigation of word encoding strategy and verbal short term memory in developmental dyslexia.” 2006. Thesis, University of Edinburgh. Accessed February 23, 2020. http://hdl.handle.net/1842/2333.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kennedy, Hazel. “An Investigation of word encoding strategy and verbal short term memory in developmental dyslexia.” 2006. Web. 23 Feb 2020.

Vancouver:

Kennedy H. An Investigation of word encoding strategy and verbal short term memory in developmental dyslexia. [Internet] [Thesis]. University of Edinburgh; 2006. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1842/2333.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kennedy H. An Investigation of word encoding strategy and verbal short term memory in developmental dyslexia. [Thesis]. University of Edinburgh; 2006. Available from: http://hdl.handle.net/1842/2333

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Rochester

7. Hirshorn, Elizabeth A. (1981 - ). Exploring alternate routes to literacy in profoundly deaf individuals.

Degree: PhD, 2012, University of Rochester

 Learning to read is challenging, especially for profoundly deaf individuals who have little to no access to the sounds of the language they read. Yet… (more)

Subjects/Keywords: Reading; Deafness; Phonological awareness; Memory; FMRI; VWFA

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APA (6th Edition):

Hirshorn, E. A. (. -. ). (2012). Exploring alternate routes to literacy in profoundly deaf individuals. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/19226

Chicago Manual of Style (16th Edition):

Hirshorn, Elizabeth A (1981 - ). “Exploring alternate routes to literacy in profoundly deaf individuals.” 2012. Doctoral Dissertation, University of Rochester. Accessed February 23, 2020. http://hdl.handle.net/1802/19226.

MLA Handbook (7th Edition):

Hirshorn, Elizabeth A (1981 - ). “Exploring alternate routes to literacy in profoundly deaf individuals.” 2012. Web. 23 Feb 2020.

Vancouver:

Hirshorn EA(-). Exploring alternate routes to literacy in profoundly deaf individuals. [Internet] [Doctoral dissertation]. University of Rochester; 2012. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1802/19226.

Council of Science Editors:

Hirshorn EA(-). Exploring alternate routes to literacy in profoundly deaf individuals. [Doctoral Dissertation]. University of Rochester; 2012. Available from: http://hdl.handle.net/1802/19226


Kent State University

8. Chen, Tzu-Wen. The Role of Phonological Awareness:Phonological Awareness in Alphabetic and Logographic Languages for Taiwanese Students.

Degree: MA, College of Arts and Sciences / Department of English, 2009, Kent State University

 Research on reading acquisition has shown that phonological awareness has a high correlation with L1 and L2 children’s learning to read in an alphabetic orthography.… (more)

Subjects/Keywords: Education; phonological awareness; Chinese phonological awareness; Taiwanese phonological awareness; English phonological awareness; EFL; ESL; Zhuyin Fuhao; L1; L2; Chinese Zhuyin Fuhao; Taiwanese students

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APA (6th Edition):

Chen, T. (2009). The Role of Phonological Awareness:Phonological Awareness in Alphabetic and Logographic Languages for Taiwanese Students. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1258184902

Chicago Manual of Style (16th Edition):

Chen, Tzu-Wen. “The Role of Phonological Awareness:Phonological Awareness in Alphabetic and Logographic Languages for Taiwanese Students.” 2009. Masters Thesis, Kent State University. Accessed February 23, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1258184902.

MLA Handbook (7th Edition):

Chen, Tzu-Wen. “The Role of Phonological Awareness:Phonological Awareness in Alphabetic and Logographic Languages for Taiwanese Students.” 2009. Web. 23 Feb 2020.

Vancouver:

Chen T. The Role of Phonological Awareness:Phonological Awareness in Alphabetic and Logographic Languages for Taiwanese Students. [Internet] [Masters thesis]. Kent State University; 2009. [cited 2020 Feb 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1258184902.

Council of Science Editors:

Chen T. The Role of Phonological Awareness:Phonological Awareness in Alphabetic and Logographic Languages for Taiwanese Students. [Masters Thesis]. Kent State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1258184902


Louisiana State University

9. Delrose, Laura Nicole. Effects of Encoding Practice on Alphabet, Phonemic Awareness, and Spelling Skills of Students with Developmental Delays.

Degree: PhD, Communication Sciences and Disorders, 2015, Louisiana State University

 Reading instruction has historically been deemphasized for students in special education, and the limited research on this topic reveals that sight word vocabulary is most… (more)

Subjects/Keywords: developmental disabilities; encoding; phonological awareness; spelling

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APA (6th Edition):

Delrose, L. N. (2015). Effects of Encoding Practice on Alphabet, Phonemic Awareness, and Spelling Skills of Students with Developmental Delays. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07122015-135658 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3416

Chicago Manual of Style (16th Edition):

Delrose, Laura Nicole. “Effects of Encoding Practice on Alphabet, Phonemic Awareness, and Spelling Skills of Students with Developmental Delays.” 2015. Doctoral Dissertation, Louisiana State University. Accessed February 23, 2020. etd-07122015-135658 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3416.

MLA Handbook (7th Edition):

Delrose, Laura Nicole. “Effects of Encoding Practice on Alphabet, Phonemic Awareness, and Spelling Skills of Students with Developmental Delays.” 2015. Web. 23 Feb 2020.

Vancouver:

Delrose LN. Effects of Encoding Practice on Alphabet, Phonemic Awareness, and Spelling Skills of Students with Developmental Delays. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2020 Feb 23]. Available from: etd-07122015-135658 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3416.

Council of Science Editors:

Delrose LN. Effects of Encoding Practice on Alphabet, Phonemic Awareness, and Spelling Skills of Students with Developmental Delays. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-07122015-135658 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3416


Montana Tech

10. McKay, Kate Lorraine. PHONOLOGICAL AWARENESS SKILL OF SEGMENTING IN BILINGUAL ENGLISH/SPANISH SPEAKING 4- AND 5-YEAR-OLD CHILDREN.

Degree: MS, 2012, Montana Tech

 Abstract Segmenting, the ability to pull apart words into their smaller linguistic units, is a known predictor of early literacy. This study investigated the segmenting… (more)

Subjects/Keywords: bilingual; emergent reading; phonological awareness; preschool; segmenting

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APA (6th Edition):

McKay, K. L. (2012). PHONOLOGICAL AWARENESS SKILL OF SEGMENTING IN BILINGUAL ENGLISH/SPANISH SPEAKING 4- AND 5-YEAR-OLD CHILDREN. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/748

Chicago Manual of Style (16th Edition):

McKay, Kate Lorraine. “PHONOLOGICAL AWARENESS SKILL OF SEGMENTING IN BILINGUAL ENGLISH/SPANISH SPEAKING 4- AND 5-YEAR-OLD CHILDREN.” 2012. Masters Thesis, Montana Tech. Accessed February 23, 2020. https://scholarworks.umt.edu/etd/748.

MLA Handbook (7th Edition):

McKay, Kate Lorraine. “PHONOLOGICAL AWARENESS SKILL OF SEGMENTING IN BILINGUAL ENGLISH/SPANISH SPEAKING 4- AND 5-YEAR-OLD CHILDREN.” 2012. Web. 23 Feb 2020.

Vancouver:

McKay KL. PHONOLOGICAL AWARENESS SKILL OF SEGMENTING IN BILINGUAL ENGLISH/SPANISH SPEAKING 4- AND 5-YEAR-OLD CHILDREN. [Internet] [Masters thesis]. Montana Tech; 2012. [cited 2020 Feb 23]. Available from: https://scholarworks.umt.edu/etd/748.

Council of Science Editors:

McKay KL. PHONOLOGICAL AWARENESS SKILL OF SEGMENTING IN BILINGUAL ENGLISH/SPANISH SPEAKING 4- AND 5-YEAR-OLD CHILDREN. [Masters Thesis]. Montana Tech; 2012. Available from: https://scholarworks.umt.edu/etd/748


University of Cambridge

11. Verney, John Parker. Rhythmic perception and entrainment in 5-year-old children.

Degree: PhD, 2013, University of Cambridge

Phonological awareness is an important component of early literacy and many children struggle to master its key elements, such as the ability to hear syllables… (more)

Subjects/Keywords: 155.4; Phonological awareness; Rhythmic perception and entrainment

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APA (6th Edition):

Verney, J. P. (2013). Rhythmic perception and entrainment in 5-year-old children. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/244940 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590221

Chicago Manual of Style (16th Edition):

Verney, John Parker. “Rhythmic perception and entrainment in 5-year-old children.” 2013. Doctoral Dissertation, University of Cambridge. Accessed February 23, 2020. https://www.repository.cam.ac.uk/handle/1810/244940 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590221.

MLA Handbook (7th Edition):

Verney, John Parker. “Rhythmic perception and entrainment in 5-year-old children.” 2013. Web. 23 Feb 2020.

Vancouver:

Verney JP. Rhythmic perception and entrainment in 5-year-old children. [Internet] [Doctoral dissertation]. University of Cambridge; 2013. [cited 2020 Feb 23]. Available from: https://www.repository.cam.ac.uk/handle/1810/244940 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590221.

Council of Science Editors:

Verney JP. Rhythmic perception and entrainment in 5-year-old children. [Doctoral Dissertation]. University of Cambridge; 2013. Available from: https://www.repository.cam.ac.uk/handle/1810/244940 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590221

12. Newton, Ruth Marie. Pre-Service Teacher's Professional Knowledge Development Of Phonological Awareness Through Constructivist Learning Engagements.

Degree: Doctor of Education (EdD), Teaching & Learning, 2012, University of North Dakota

phonemic awareness phonics Advisors/Committee Members: Shelby J. Barrentine.

Subjects/Keywords: awareness; development; phonemic; phonics; Phonological; professional

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APA (6th Edition):

Newton, R. M. (2012). Pre-Service Teacher's Professional Knowledge Development Of Phonological Awareness Through Constructivist Learning Engagements. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1306

Chicago Manual of Style (16th Edition):

Newton, Ruth Marie. “Pre-Service Teacher's Professional Knowledge Development Of Phonological Awareness Through Constructivist Learning Engagements.” 2012. Doctoral Dissertation, University of North Dakota. Accessed February 23, 2020. https://commons.und.edu/theses/1306.

MLA Handbook (7th Edition):

Newton, Ruth Marie. “Pre-Service Teacher's Professional Knowledge Development Of Phonological Awareness Through Constructivist Learning Engagements.” 2012. Web. 23 Feb 2020.

Vancouver:

Newton RM. Pre-Service Teacher's Professional Knowledge Development Of Phonological Awareness Through Constructivist Learning Engagements. [Internet] [Doctoral dissertation]. University of North Dakota; 2012. [cited 2020 Feb 23]. Available from: https://commons.und.edu/theses/1306.

Council of Science Editors:

Newton RM. Pre-Service Teacher's Professional Knowledge Development Of Phonological Awareness Through Constructivist Learning Engagements. [Doctoral Dissertation]. University of North Dakota; 2012. Available from: https://commons.und.edu/theses/1306


Georgia State University

13. Albritton, Kizzy. Consultation with Performance Feedback to Increase Phonological Awareness in Preschool Age Children.

Degree: Counseling and Psychological Services, 2014, Georgia State University

  Although a growing body of literature indicates that preschool and/or prekindergarten programs can improve child outcomes, research evidence suggests that some preschool teachers may… (more)

Subjects/Keywords: consultation; early childhood education; phonological awareness; teachers

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APA (6th Edition):

Albritton, K. (2014). Consultation with Performance Feedback to Increase Phonological Awareness in Preschool Age Children. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/106

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Albritton, Kizzy. “Consultation with Performance Feedback to Increase Phonological Awareness in Preschool Age Children.” 2014. Thesis, Georgia State University. Accessed February 23, 2020. https://scholarworks.gsu.edu/cps_diss/106.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Albritton, Kizzy. “Consultation with Performance Feedback to Increase Phonological Awareness in Preschool Age Children.” 2014. Web. 23 Feb 2020.

Vancouver:

Albritton K. Consultation with Performance Feedback to Increase Phonological Awareness in Preschool Age Children. [Internet] [Thesis]. Georgia State University; 2014. [cited 2020 Feb 23]. Available from: https://scholarworks.gsu.edu/cps_diss/106.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Albritton K. Consultation with Performance Feedback to Increase Phonological Awareness in Preschool Age Children. [Thesis]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/cps_diss/106

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Cambridge

14. Verney, John Parker. Rhythmic perception and entrainment in 5-year-old children.

Degree: PhD, 2013, University of Cambridge

Phonological awareness is an important component of early literacy and many children struggle to master its key elements, such as the ability to hear syllables… (more)

Subjects/Keywords: Phonological awareness; Rhythmic perception and entrainment

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APA (6th Edition):

Verney, J. P. (2013). Rhythmic perception and entrainment in 5-year-old children. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/244940https://www.repository.cam.ac.uk/bitstream/1810/244940/3/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/244940/4/license_url ; https://www.repository.cam.ac.uk/bitstream/1810/244940/5/license_text ; https://www.repository.cam.ac.uk/bitstream/1810/244940/6/license_rdf

Chicago Manual of Style (16th Edition):

Verney, John Parker. “Rhythmic perception and entrainment in 5-year-old children.” 2013. Doctoral Dissertation, University of Cambridge. Accessed February 23, 2020. https://www.repository.cam.ac.uk/handle/1810/244940https://www.repository.cam.ac.uk/bitstream/1810/244940/3/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/244940/4/license_url ; https://www.repository.cam.ac.uk/bitstream/1810/244940/5/license_text ; https://www.repository.cam.ac.uk/bitstream/1810/244940/6/license_rdf.

MLA Handbook (7th Edition):

Verney, John Parker. “Rhythmic perception and entrainment in 5-year-old children.” 2013. Web. 23 Feb 2020.

Vancouver:

Verney JP. Rhythmic perception and entrainment in 5-year-old children. [Internet] [Doctoral dissertation]. University of Cambridge; 2013. [cited 2020 Feb 23]. Available from: https://www.repository.cam.ac.uk/handle/1810/244940https://www.repository.cam.ac.uk/bitstream/1810/244940/3/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/244940/4/license_url ; https://www.repository.cam.ac.uk/bitstream/1810/244940/5/license_text ; https://www.repository.cam.ac.uk/bitstream/1810/244940/6/license_rdf.

Council of Science Editors:

Verney JP. Rhythmic perception and entrainment in 5-year-old children. [Doctoral Dissertation]. University of Cambridge; 2013. Available from: https://www.repository.cam.ac.uk/handle/1810/244940https://www.repository.cam.ac.uk/bitstream/1810/244940/3/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/244940/4/license_url ; https://www.repository.cam.ac.uk/bitstream/1810/244940/5/license_text ; https://www.repository.cam.ac.uk/bitstream/1810/244940/6/license_rdf


University of Manchester

15. Ainsworth, Stephanie. Development of phonological representations in young children.

Degree: PhD, 2015, University of Manchester

 The development of phonological representations remains a hot topic within both the developmental and neural network literature. Historically, theoretical accounts have fallen within one of… (more)

Subjects/Keywords: 370.15; phonological representations; lexical restructuring; phonological awareness; mispronunciation detection; vocabulary

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ainsworth, S. (2015). Development of phonological representations in young children. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/development-of-phonological-representations-in-young-children(91cb6b48-d2fe-46bd-acf4-f0792df69501).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654859

Chicago Manual of Style (16th Edition):

Ainsworth, Stephanie. “Development of phonological representations in young children.” 2015. Doctoral Dissertation, University of Manchester. Accessed February 23, 2020. https://www.research.manchester.ac.uk/portal/en/theses/development-of-phonological-representations-in-young-children(91cb6b48-d2fe-46bd-acf4-f0792df69501).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654859.

MLA Handbook (7th Edition):

Ainsworth, Stephanie. “Development of phonological representations in young children.” 2015. Web. 23 Feb 2020.

Vancouver:

Ainsworth S. Development of phonological representations in young children. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2020 Feb 23]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/development-of-phonological-representations-in-young-children(91cb6b48-d2fe-46bd-acf4-f0792df69501).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654859.

Council of Science Editors:

Ainsworth S. Development of phonological representations in young children. [Doctoral Dissertation]. University of Manchester; 2015. Available from: https://www.research.manchester.ac.uk/portal/en/theses/development-of-phonological-representations-in-young-children(91cb6b48-d2fe-46bd-acf4-f0792df69501).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654859


Univerzitet u Beogradu

16. Milošević, Neda R., 1983-. Компаративна анализа фонолошких способности деце са специфичним језичким поремећајем и деце типичног језичког развоја.

Degree: Fakultet za specijalnu edukaciju i rehabilitaciju, 2018, Univerzitet u Beogradu

Специјална едукација и рехабилитација - Поремећаји језика / Special education and rehabilitation - Language disorders

Циљ истраживања је био да се утврде фонолошке способности, образац… (more)

Subjects/Keywords: phonological ability; phonological awareness; specific language impairment; typical language development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Milošević, Neda R., 1. (2018). Компаративна анализа фонолошких способности деце са специфичним језичким поремећајем и деце типичног језичког развоја. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:17645/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Milošević, Neda R., 1983-. “Компаративна анализа фонолошких способности деце са специфичним језичким поремећајем и деце типичног језичког развоја.” 2018. Thesis, Univerzitet u Beogradu. Accessed February 23, 2020. https://fedorabg.bg.ac.rs/fedora/get/o:17645/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Milošević, Neda R., 1983-. “Компаративна анализа фонолошких способности деце са специфичним језичким поремећајем и деце типичног језичког развоја.” 2018. Web. 23 Feb 2020.

Vancouver:

Milošević, Neda R. 1. Компаративна анализа фонолошких способности деце са специфичним језичким поремећајем и деце типичног језичког развоја. [Internet] [Thesis]. Univerzitet u Beogradu; 2018. [cited 2020 Feb 23]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:17645/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Milošević, Neda R. 1. Компаративна анализа фонолошких способности деце са специфичним језичким поремећајем и деце типичног језичког развоја. [Thesis]. Univerzitet u Beogradu; 2018. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:17645/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Wilfrid Laurier University

17. Amin, Norah. Successes and Challenges of Syrian Refugee Children in Canada: Language and Literacy.

Degree: 2018, Wilfrid Laurier University

 The Government of Canada has supported and provided assistance to welcome and receive Syrian refugees. Since late 2015, the Government of Canada has resettled 40,081… (more)

Subjects/Keywords: Syrian refugee children; Language and literacy; Bilingualism; Phonological awareness; Morphological awareness

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Amin, N. (2018). Successes and Challenges of Syrian Refugee Children in Canada: Language and Literacy. (Thesis). Wilfrid Laurier University. Retrieved from https://scholars.wlu.ca/etd/2066

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Amin, Norah. “Successes and Challenges of Syrian Refugee Children in Canada: Language and Literacy.” 2018. Thesis, Wilfrid Laurier University. Accessed February 23, 2020. https://scholars.wlu.ca/etd/2066.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Amin, Norah. “Successes and Challenges of Syrian Refugee Children in Canada: Language and Literacy.” 2018. Web. 23 Feb 2020.

Vancouver:

Amin N. Successes and Challenges of Syrian Refugee Children in Canada: Language and Literacy. [Internet] [Thesis]. Wilfrid Laurier University; 2018. [cited 2020 Feb 23]. Available from: https://scholars.wlu.ca/etd/2066.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Amin N. Successes and Challenges of Syrian Refugee Children in Canada: Language and Literacy. [Thesis]. Wilfrid Laurier University; 2018. Available from: https://scholars.wlu.ca/etd/2066

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade Federal de Santa Maria

18. Michele Gindri Vieira. MEMÓRIA DE TRABALHO E CONSCIÊNCIA FONOLÓGICA NO DESVIO FONOLÓGICO.

Degree: 2005, Universidade Federal de Santa Maria

Este estudo teve por objetivo investigar o desempenho de crianças com desvio fonológico nas habilidades em memória de trabalho e em consciência fonológica, as quais… (more)

Subjects/Keywords: memória de trabalho; consciência fonológica; desvio fonológico; FONOAUDIOLOGIA; working memory; phonological awareness; phonological deviation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Vieira, M. G. (2005). MEMÓRIA DE TRABALHO E CONSCIÊNCIA FONOLÓGICA NO DESVIO FONOLÓGICO. (Thesis). Universidade Federal de Santa Maria. Retrieved from http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=755

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vieira, Michele Gindri. “MEMÓRIA DE TRABALHO E CONSCIÊNCIA FONOLÓGICA NO DESVIO FONOLÓGICO.” 2005. Thesis, Universidade Federal de Santa Maria. Accessed February 23, 2020. http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=755.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vieira, Michele Gindri. “MEMÓRIA DE TRABALHO E CONSCIÊNCIA FONOLÓGICA NO DESVIO FONOLÓGICO.” 2005. Web. 23 Feb 2020.

Vancouver:

Vieira MG. MEMÓRIA DE TRABALHO E CONSCIÊNCIA FONOLÓGICA NO DESVIO FONOLÓGICO. [Internet] [Thesis]. Universidade Federal de Santa Maria; 2005. [cited 2020 Feb 23]. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=755.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vieira MG. MEMÓRIA DE TRABALHO E CONSCIÊNCIA FONOLÓGICA NO DESVIO FONOLÓGICO. [Thesis]. Universidade Federal de Santa Maria; 2005. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=755

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Matias, Ana Cristina Lage. Potenciar a consciência fonológica de crianças pré-escolares em contexto naturalístico.

Degree: 2013, Repositório Científico do Instituto Politécnico de Lisboa

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ciências da Educação Especialidade Intervenção Precoce

Este estudo de… (more)

Subjects/Keywords: Crianças pré-escolares; Programa de estimulação; Consciência fonológica; Desenvolvimento; Preschool children; Phonological awareness training programme; Phonological awareness development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Matias, A. C. L. (2013). Potenciar a consciência fonológica de crianças pré-escolares em contexto naturalístico. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3124

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Matias, Ana Cristina Lage. “Potenciar a consciência fonológica de crianças pré-escolares em contexto naturalístico.” 2013. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed February 23, 2020. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3124.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Matias, Ana Cristina Lage. “Potenciar a consciência fonológica de crianças pré-escolares em contexto naturalístico.” 2013. Web. 23 Feb 2020.

Vancouver:

Matias ACL. Potenciar a consciência fonológica de crianças pré-escolares em contexto naturalístico. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2013. [cited 2020 Feb 23]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3124.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Matias ACL. Potenciar a consciência fonológica de crianças pré-escolares em contexto naturalístico. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2013. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3124

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Coutinho, Ana Maria. Consciência fonológica e o desenvolvimento da leitura: um estudo de caso no segundo ano de escolaridade.

Degree: 2012, RCAAP

Este estudo visa compreender os efeitos de um programa de técnicas de desenvolvimento de consciência fonológica em alunos do 1º ciclo do ensino básico a… (more)

Subjects/Keywords: Consciência Fonológica; Linguagem; Leitura; Técnicas de desenvolvimento da consciência fonológica; Phonological Awareness; Language; Reading; Technical development of phonological awareness

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Coutinho, A. M. (2012). Consciência fonológica e o desenvolvimento da leitura: um estudo de caso no segundo ano de escolaridade. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/10747

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Coutinho, Ana Maria. “Consciência fonológica e o desenvolvimento da leitura: um estudo de caso no segundo ano de escolaridade.” 2012. Thesis, RCAAP. Accessed February 23, 2020. https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/10747.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Coutinho, Ana Maria. “Consciência fonológica e o desenvolvimento da leitura: um estudo de caso no segundo ano de escolaridade.” 2012. Web. 23 Feb 2020.

Vancouver:

Coutinho AM. Consciência fonológica e o desenvolvimento da leitura: um estudo de caso no segundo ano de escolaridade. [Internet] [Thesis]. RCAAP; 2012. [cited 2020 Feb 23]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/10747.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coutinho AM. Consciência fonológica e o desenvolvimento da leitura: um estudo de caso no segundo ano de escolaridade. [Thesis]. RCAAP; 2012. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/10747

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Vilnius Pedagogical University

21. Kniukštaitė, Sandra. Phonological Awareness and its Role at the Elementary Level of Reading Skills Formation.

Degree: Master, Philology, 2005, Vilnius Pedagogical University

 This paper is an attempt to investigate the significance of the phonological component for the successful reading process at the elementary stage of learning a… (more)

Subjects/Keywords: Reading skills; Phonemic awareness; Phonological awareness

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kniukštaitė, Sandra. (2005). Phonological Awareness and its Role at the Elementary Level of Reading Skills Formation. (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2005~D_20050525_150641-59019 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Kniukštaitė, Sandra. “Phonological Awareness and its Role at the Elementary Level of Reading Skills Formation.” 2005. Masters Thesis, Vilnius Pedagogical University. Accessed February 23, 2020. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2005~D_20050525_150641-59019 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Kniukštaitė, Sandra. “Phonological Awareness and its Role at the Elementary Level of Reading Skills Formation.” 2005. Web. 23 Feb 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Kniukštaitė, Sandra. Phonological Awareness and its Role at the Elementary Level of Reading Skills Formation. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2005. [cited 2020 Feb 23]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2005~D_20050525_150641-59019 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Kniukštaitė, Sandra. Phonological Awareness and its Role at the Elementary Level of Reading Skills Formation. [Masters Thesis]. Vilnius Pedagogical University; 2005. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2005~D_20050525_150641-59019 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

22. Poli, Tina. Elevers fonologiska medvetenhet och hörförståelse : En studie om elevers hörförståelse och fonologiska utveckling mellan förskoleklassoch årskurs ett.

Degree: Teacher Education, 2017, Södertörn University

  The purpose of this study is to investigate students who struggle with their reading, from pre-school to first grade with the help of Bornholm… (more)

Subjects/Keywords: phonological awareness; language awareness; Bornholm model; fonologisk medvetenhet; språkmedvetenhet; Bornholmsmodellen; Other Social Sciences; Annan samhällsvetenskap

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Poli, T. (2017). Elevers fonologiska medvetenhet och hörförståelse : En studie om elevers hörförståelse och fonologiska utveckling mellan förskoleklassoch årskurs ett. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34730

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Poli, Tina. “Elevers fonologiska medvetenhet och hörförståelse : En studie om elevers hörförståelse och fonologiska utveckling mellan förskoleklassoch årskurs ett.” 2017. Thesis, Södertörn University. Accessed February 23, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34730.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Poli, Tina. “Elevers fonologiska medvetenhet och hörförståelse : En studie om elevers hörförståelse och fonologiska utveckling mellan förskoleklassoch årskurs ett.” 2017. Web. 23 Feb 2020.

Vancouver:

Poli T. Elevers fonologiska medvetenhet och hörförståelse : En studie om elevers hörförståelse och fonologiska utveckling mellan förskoleklassoch årskurs ett. [Internet] [Thesis]. Södertörn University; 2017. [cited 2020 Feb 23]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34730.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Poli T. Elevers fonologiska medvetenhet och hörförståelse : En studie om elevers hörförståelse och fonologiska utveckling mellan förskoleklassoch årskurs ett. [Thesis]. Södertörn University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34730

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Wilfrid Laurier University

23. Amin, Asma. Reading in Arabic Script: A Cross-Linguistic and Cross-National Study.

Degree: 2017, Wilfrid Laurier University

 The current study examined within- and cross-language predictors of word reading and reading comprehension among groups of Arabic-English bilingual children in different language learning environments.… (more)

Subjects/Keywords: literacy acquisition; bilingualism; phonological awareness; morphological awareness and orthographic processing; Developmental Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Amin, A. (2017). Reading in Arabic Script: A Cross-Linguistic and Cross-National Study. (Thesis). Wilfrid Laurier University. Retrieved from https://scholars.wlu.ca/etd/1947

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Amin, Asma. “Reading in Arabic Script: A Cross-Linguistic and Cross-National Study.” 2017. Thesis, Wilfrid Laurier University. Accessed February 23, 2020. https://scholars.wlu.ca/etd/1947.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Amin, Asma. “Reading in Arabic Script: A Cross-Linguistic and Cross-National Study.” 2017. Web. 23 Feb 2020.

Vancouver:

Amin A. Reading in Arabic Script: A Cross-Linguistic and Cross-National Study. [Internet] [Thesis]. Wilfrid Laurier University; 2017. [cited 2020 Feb 23]. Available from: https://scholars.wlu.ca/etd/1947.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Amin A. Reading in Arabic Script: A Cross-Linguistic and Cross-National Study. [Thesis]. Wilfrid Laurier University; 2017. Available from: https://scholars.wlu.ca/etd/1947

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Levinstein, Sylvie. A case study of a reading intervention programme for 'dyslexic students' in Israel.

Degree: PhD, 2013, Anglia Ruskin University

 There is agreement among researchers that phonological awareness deficits are one of the main causes of dyslexia. Some researchers support the view that phonological awareness(more)

Subjects/Keywords: 371.91; cognition; Israel; dyslexia; inclusion; phonological awareness; cognitive-behavioural therapies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Levinstein, S. (2013). A case study of a reading intervention programme for 'dyslexic students' in Israel. (Doctoral Dissertation). Anglia Ruskin University. Retrieved from http://arro.anglia.ac.uk/314612/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600153

Chicago Manual of Style (16th Edition):

Levinstein, Sylvie. “A case study of a reading intervention programme for 'dyslexic students' in Israel.” 2013. Doctoral Dissertation, Anglia Ruskin University. Accessed February 23, 2020. http://arro.anglia.ac.uk/314612/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600153.

MLA Handbook (7th Edition):

Levinstein, Sylvie. “A case study of a reading intervention programme for 'dyslexic students' in Israel.” 2013. Web. 23 Feb 2020.

Vancouver:

Levinstein S. A case study of a reading intervention programme for 'dyslexic students' in Israel. [Internet] [Doctoral dissertation]. Anglia Ruskin University; 2013. [cited 2020 Feb 23]. Available from: http://arro.anglia.ac.uk/314612/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600153.

Council of Science Editors:

Levinstein S. A case study of a reading intervention programme for 'dyslexic students' in Israel. [Doctoral Dissertation]. Anglia Ruskin University; 2013. Available from: http://arro.anglia.ac.uk/314612/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600153


Pontifícia Universidade Católica de São Paulo

25. Lina Maria de Moraes Carvalho. Consciência fonológica e sucesso na aprendizagem da leitura e da escrita: melhor prevenir do que remediar.

Degree: 2010, Pontifícia Universidade Católica de São Paulo

Pesquisas recentes desenvolvidas na área da Ciência Cognitiva da Leitura vêm enfatizando a importância das habilidades metalinguísticas para promover o sucesso na aprendizagem inicial da… (more)

Subjects/Keywords: PSICOLOGIA EDUCACIONAL; Consciência fonológica; Leitura; Escrita; Phonological awareness; Reading; Writing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Carvalho, L. M. d. M. (2010). Consciência fonológica e sucesso na aprendizagem da leitura e da escrita: melhor prevenir do que remediar. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12138

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Carvalho, Lina Maria de Moraes. “Consciência fonológica e sucesso na aprendizagem da leitura e da escrita: melhor prevenir do que remediar.” 2010. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed February 23, 2020. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12138.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Carvalho, Lina Maria de Moraes. “Consciência fonológica e sucesso na aprendizagem da leitura e da escrita: melhor prevenir do que remediar.” 2010. Web. 23 Feb 2020.

Vancouver:

Carvalho LMdM. Consciência fonológica e sucesso na aprendizagem da leitura e da escrita: melhor prevenir do que remediar. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2010. [cited 2020 Feb 23]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12138.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carvalho LMdM. Consciência fonológica e sucesso na aprendizagem da leitura e da escrita: melhor prevenir do que remediar. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2010. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12138

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade Federal de Santa Maria

26. Sabrina Schützenhofer Lasch. ESTUDO COMPARATIVO DA CONSCIÊNCIA FONOLÓGICA DE CRIANÇAS COM AQUISIÇÃO BILÍNGÜE E MONOLÍNGÜE DA LINGUAGEM.

Degree: 2008, Universidade Federal de Santa Maria

consciência fonológica e bilingüismo. Objetivo: verificar as habilidades em consciência fonológica de crianças monolíngües (Português) e bilíngües (Alemão e Português), a fim de elucidar prováveis… (more)

Subjects/Keywords: german; bilingualism; português; alemão; consciência fonológica; FONOAUDIOLOGIA; portuguese; phonological awareness; bilingüismo

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lasch, S. S. (2008). ESTUDO COMPARATIVO DA CONSCIÊNCIA FONOLÓGICA DE CRIANÇAS COM AQUISIÇÃO BILÍNGÜE E MONOLÍNGÜE DA LINGUAGEM. (Thesis). Universidade Federal de Santa Maria. Retrieved from http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2115

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lasch, Sabrina Schützenhofer. “ESTUDO COMPARATIVO DA CONSCIÊNCIA FONOLÓGICA DE CRIANÇAS COM AQUISIÇÃO BILÍNGÜE E MONOLÍNGÜE DA LINGUAGEM.” 2008. Thesis, Universidade Federal de Santa Maria. Accessed February 23, 2020. http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2115.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lasch, Sabrina Schützenhofer. “ESTUDO COMPARATIVO DA CONSCIÊNCIA FONOLÓGICA DE CRIANÇAS COM AQUISIÇÃO BILÍNGÜE E MONOLÍNGÜE DA LINGUAGEM.” 2008. Web. 23 Feb 2020.

Vancouver:

Lasch SS. ESTUDO COMPARATIVO DA CONSCIÊNCIA FONOLÓGICA DE CRIANÇAS COM AQUISIÇÃO BILÍNGÜE E MONOLÍNGÜE DA LINGUAGEM. [Internet] [Thesis]. Universidade Federal de Santa Maria; 2008. [cited 2020 Feb 23]. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2115.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lasch SS. ESTUDO COMPARATIVO DA CONSCIÊNCIA FONOLÓGICA DE CRIANÇAS COM AQUISIÇÃO BILÍNGÜE E MONOLÍNGÜE DA LINGUAGEM. [Thesis]. Universidade Federal de Santa Maria; 2008. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2115

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

27. Yang, Fang-Ying. Biliteracy effects on phonological awareness, oral language proficiency and reading skills in Taiwanese Mandarin-English bilingual children.

Degree: PhD, 0354, 2010, University of Illinois – Urbana-Champaign

 The present study examined the effect of learning to read a heritage language on Taiwanese Mandarin-English bilingual children’s Chinese and English phonological awareness, Chinese and… (more)

Subjects/Keywords: Mandarin-English bilinguals; Reading acquisition; Phonological awareness; Oral language proficiency

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Yang, F. (2010). Biliteracy effects on phonological awareness, oral language proficiency and reading skills in Taiwanese Mandarin-English bilingual children. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/14709

Chicago Manual of Style (16th Edition):

Yang, Fang-Ying. “Biliteracy effects on phonological awareness, oral language proficiency and reading skills in Taiwanese Mandarin-English bilingual children.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 23, 2020. http://hdl.handle.net/2142/14709.

MLA Handbook (7th Edition):

Yang, Fang-Ying. “Biliteracy effects on phonological awareness, oral language proficiency and reading skills in Taiwanese Mandarin-English bilingual children.” 2010. Web. 23 Feb 2020.

Vancouver:

Yang F. Biliteracy effects on phonological awareness, oral language proficiency and reading skills in Taiwanese Mandarin-English bilingual children. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/2142/14709.

Council of Science Editors:

Yang F. Biliteracy effects on phonological awareness, oral language proficiency and reading skills in Taiwanese Mandarin-English bilingual children. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/14709


Brock University

28. FInlayson, Carolyn. Rhythm Detection and Production: Relations with Phonological Awareness Skill at School-Entry .

Degree: Department of Child and Youth Studies, Brock University

 The present study examines the connection between phonological awareness and rhythm perception and processing in early school aged children who score low on tests for… (more)

Subjects/Keywords: Rhythm; Dyslexia; Reading; Phonological Awareness

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

FInlayson, C. (n.d.). Rhythm Detection and Production: Relations with Phonological Awareness Skill at School-Entry . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/12904

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

FInlayson, Carolyn. “Rhythm Detection and Production: Relations with Phonological Awareness Skill at School-Entry .” Thesis, Brock University. Accessed February 23, 2020. http://hdl.handle.net/10464/12904.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

FInlayson, Carolyn. “Rhythm Detection and Production: Relations with Phonological Awareness Skill at School-Entry .” Web. 23 Feb 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

FInlayson C. Rhythm Detection and Production: Relations with Phonological Awareness Skill at School-Entry . [Internet] [Thesis]. Brock University; [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10464/12904.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

FInlayson C. Rhythm Detection and Production: Relations with Phonological Awareness Skill at School-Entry . [Thesis]. Brock University; Available from: http://hdl.handle.net/10464/12904

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


University of Southern California

29. Beattie, Rachel Lynette. A cross-sectional and longitudinal study of prosodic perception in typical and atypical reading development.

Degree: PhD, Psychology, 2011, University of Southern California

 This dissertation is a collection of three studies designed to explore the contribution of prosody to reading development. Each chapter represents a separate study. ❧… (more)

Subjects/Keywords: prosodic perception; reading; dyslexia; emergent literacy; rise time sensitivity; phonological awareness

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Beattie, R. L. (2011). A cross-sectional and longitudinal study of prosodic perception in typical and atypical reading development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/628097/rec/162

Chicago Manual of Style (16th Edition):

Beattie, Rachel Lynette. “A cross-sectional and longitudinal study of prosodic perception in typical and atypical reading development.” 2011. Doctoral Dissertation, University of Southern California. Accessed February 23, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/628097/rec/162.

MLA Handbook (7th Edition):

Beattie, Rachel Lynette. “A cross-sectional and longitudinal study of prosodic perception in typical and atypical reading development.” 2011. Web. 23 Feb 2020.

Vancouver:

Beattie RL. A cross-sectional and longitudinal study of prosodic perception in typical and atypical reading development. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Feb 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/628097/rec/162.

Council of Science Editors:

Beattie RL. A cross-sectional and longitudinal study of prosodic perception in typical and atypical reading development. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/628097/rec/162


University of Kansas

30. Bridges, Melinda Sittner. The Use of a Dynamic Screening of Phonological Awareness to Predict Reading Risk for Kindergarten Students.

Degree: PhD, Speech-Language-Hearing: Science Disorders, 2009, University of Kansas

 Response to intervention has been proposed as a framework for early identification and intervention. In such a framework, all students receive periodic screening (i.e., universal… (more)

Subjects/Keywords: Education; Reading; Elementary education; Dynamic assessment; Phonological awareness; Universal screening

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bridges, M. S. (2009). The Use of a Dynamic Screening of Phonological Awareness to Predict Reading Risk for Kindergarten Students. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6631

Chicago Manual of Style (16th Edition):

Bridges, Melinda Sittner. “The Use of a Dynamic Screening of Phonological Awareness to Predict Reading Risk for Kindergarten Students.” 2009. Doctoral Dissertation, University of Kansas. Accessed February 23, 2020. http://hdl.handle.net/1808/6631.

MLA Handbook (7th Edition):

Bridges, Melinda Sittner. “The Use of a Dynamic Screening of Phonological Awareness to Predict Reading Risk for Kindergarten Students.” 2009. Web. 23 Feb 2020.

Vancouver:

Bridges MS. The Use of a Dynamic Screening of Phonological Awareness to Predict Reading Risk for Kindergarten Students. [Internet] [Doctoral dissertation]. University of Kansas; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1808/6631.

Council of Science Editors:

Bridges MS. The Use of a Dynamic Screening of Phonological Awareness to Predict Reading Risk for Kindergarten Students. [Doctoral Dissertation]. University of Kansas; 2009. Available from: http://hdl.handle.net/1808/6631

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