Language-Focused Instruction for Literacy Acquisition in Akshara-based Languages: Pedagogical Considerations and Challenges

2019 ◽  
pp. 279-309
Author(s):  
Chandrika Mathur ◽  
Sonali Nag
Keyword(s):  
Literacy Acquisition

How literacy acquisition influences visual processing of faces and objects

2013 ◽  
Author(s):  
A. Franco ◽  
C. Carvalho ◽  
P. Ventura ◽  
B. de Gelder ◽  
R. Kolinsky
Keyword(s):  
Visual Processing ◽  
Literacy Acquisition

scholarly journals Foundation literacy acquisition in European orthographies

2003 ◽  
Vol 94 (2) ◽  
pp. 143-174 ◽  
Author(s):  
Philip H. K. Seymour ◽  
Mikko Aro ◽  
Jane M. Erskine ◽  
Keyword(s):  
Literacy Acquisition

scholarly journals Literacy acquisition influences children's rapid automatized naming

2017 ◽  
Vol 21 (3) ◽  
pp. e12589 ◽  
Author(s):  
Robin L. Peterson ◽  
Anne B. Arnett ◽  
Bruce F. Pennington ◽  
Brian Byrne ◽  
Stefan Samuelsson ◽  
...  
Keyword(s):  
Literacy Acquisition ◽  
Rapid Automatized Naming

scholarly journals Preschool Predictors of Early Literacy Acquisition in German-Speaking Children

2015 ◽  
Vol 51 (1) ◽  
pp. 29-53
Author(s):  
Silke Fricke ◽  
Marcin Szczerbinski ◽  
Annette Fox-Boyer ◽  
Joy Stackhouse
Keyword(s):  
Early Literacy ◽  
Literacy Acquisition ◽  
German Speaking

Promoting morphological awareness in Hebrew-speaking grade-schoolers: An intervention study using linguistic humor

2009 ◽  
Vol 29 (1) ◽  
pp. 81-112 ◽  
Author(s):  
Dorit Ravid ◽  
Vital Geiger
Keyword(s):  
Intervention Program ◽  
Intervention Study ◽  
Intervention Group ◽  
Morphological Awareness ◽  
Literacy Acquisition ◽  
Intervention Programs ◽  
Intervention Period ◽  
Semitic Language ◽  
The Impact

Research indicates that morphological awareness contributes to success in literacy acquisition and consolidation, since morphology links together phonological and semantic facets of language. The role of morphology is especially important in Hebrew, a highly synthetic Semitic language. The current study aimed to investigate the impact of an intervention program on knowledge and awareness of morphology in Hebrew-speaking grade-schoolers. Two three-month intervention programs were conducted in two groups of 4th-grade children: a metalinguistic morphological intervention program using linguistic humor, and a parallel intervention program using nonverbal humor. A morphological awareness test was administered to the two groups prior to and following the intervention period. The results demonstrate consistent advantages to the morphological intervention group, including tasks related both directly and indirectly to content taught.

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