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Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled. |
Lista de candidatos sometidos a examen:
1) awareness (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: awareness
Is in goldstandard
1
paper corpusSignosTxtLongLines373 - : Assessment of syntactic awareness: Effects of plausibility in solving tasks and in its relation to sentence comprehension
2
paper corpusSignosTxtLongLines460 - : “There appears to be very little exploration of children’s fiction as a site where children themselves develop awareness of how language means in a literary text” (^[48]Williams, 2000: 112 ).
3
paper corpusSignosTxtLongLines524 - : “Critical stances to SHL instruction acknowledge the dynamic interplay between language, power, identity and ideology and aim to develop critical language awareness among students in which students gain an understanding of social hierarchies and language subordination” (^[101]Lowther-Pereira, 2015: 158 ).
4
paper corpusSignosTxtLongLines530 - : Moreover, the participant mentioned that his secondary professional objective, which is related to the use of Spanish, is becoming able to fluently and accurately communicate with other professionals in his field that practice in Hispanic countries, such as Mexico-due to his family roots in said nation. He believes that these interactions would contribute toward his future professional growth, due to the potential of networking development. However, the subject’s views on this matter were significantly different in the past. The subject claimed to have developed awareness that led him to prioritize receiving formal linguistic training after taking a lower-level profession-related class as part of his minor: Spanish for the Professions (Health and Human Services )-an intermediate course, where he first acquired some medical jargon. Furthermore, in said class, the participant came to the realization that Spanish is undoubtedly the most spoken language in the US, after English. This fact
5
paper corpusSignosTxtLongLines575 - : Relationship between morphological awareness and reading skills: A study with Spanish speaking children
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paper corpusSignosTxtLongLines592 - : Examinations of language and literacy profiles of grade one Spanish-speaking children from low-income families reveal they have lower scores in vocabulary, language comprehension, phonological awareness, letter-name knowledge, and letter-sound correspondences than children from middle class families (^[62]Borzone et al., 2005; ^[63]Filippetti, 2012; ^[64]Mancilla-Martinez & Lesaux, 2011, ^[65]2017). Three comparative studies conducted in Argentina show that children from homes with low socioeconomic levels display lower scores than children from homes with middle socioeconomic levels in all phonological awareness skills assessed in kindergarten and grade one: initial sound identification, initial sound isolation and phoneme elision (^[66]Diuk, Borzone & Ledesma, 2010 ; ^[67]Canales & Porta, 2016, ^[68]2018). Because linguistic abilities at school entry are highly related to later academic competencies (^[69]Suárez-Coalla, García de Castro & Cuetos, 2013; ^[70]Bowyer-Crane, Fricke, Schaefer,
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paper corpusSignosTxtLongLines64 - : Consecuentes con su comentario, [32]Jacobs y Paris (1987) elaboraron lo que parece ser el primer intento por llevar a cabo una medición más precisa de aspectos relacionados con la evolución del conocimiento metacomprensivo. Dichos investigadores informan de un cuestionario, el Index of Reading Awareness (IRA), diseñado para medir la conciencia que los sujetos tienen de cuatro aspectos de la metacognicion lectora: la evaluación, la planificación, la regulación y un aspecto de lo que ellos han denominado conocimiento condicional . El instrumento contiene veinte preguntas con tres opciones de respuestas, cada una de las cuales implica diferente nivel de domino metacognitivo y, por ende, diferencia en los puntajes asignados.
Evaluando al candidato awareness:
awareness
Lengua: eng
Frec: 247
Docs: 59
Nombre propio: 1 / 247 = 0%
Coocurrencias con glosario:
Puntaje: 0.112 = ( + (1+0) / (1+7.95419631038688)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| awareness |
: “were reported to have increased their awareness of their own status as bilinguals and to have acquired a deeper appreciation and validation for their own bilingualism and gratitude for the opportunity to give back to their own community” (^[116]Tocaimaza-Hatch & Walls, 2017: 60). : Al Otaiba, S., Kosanovich, M. L. & Torgesen, J. K. (2012). Assessment and instruction for phonemic awareness and word recognition skills. In A. G. Kamhi & H. W. Catts (Editors), Language and reading disabilities (pp. 112-140). New York: Pearson. : Alamargot, D., Caporossi, G., Chesnet, D. & Ros, C. (2011). What makes a skilled writer? Working memory and audience awareness during text composition.Learning and Individual Differences,21(5), 505-516. : Andrews, S. (2007). Teacher language awareness. Cambridge: CUP. : Anthony, J. & Francis, D. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255-259. : Anthony, J., Williams, J. M., Durán, L. K. & Laing, S. (2011). Spanish phonological awareness: Dimensionality and sequence of development during the preschool and kindergarten years. Journal of Educational Psychology, 103(4), 857-876. : Apel, K. (2014). A Comprehensive definition of morphological awareness implications for assessment. Topics in Language Disorders, 34, 197-209. : Ball, E. W. (1997). Phonological awareness: Implications for whole language and emergent literacy programs. Topics in Language Disorders, 17, 14-26. : Bar-Kochva, I. & Nevo, E. (2018). The relations of early phonological awareness, rapid‐naming and speed of processing with the development of spelling and reading: a longitudinal examination. Journal of Research in Reading, 42(1), 97-122. doi: 10.1111/1467-9817.12242 : Basturkmen, H., Loewen, S. & Ellis, R. (2002). Metalanguage in focus on form in the communicative classroom. Language awareness, 11(1), 1-13. : Blachman, B., Ball, E., Black, R. & Tangel, D. (2000). Road to the code. A phonological awareness program for young children. Baltimore, M.D.: Paul H. Brookes Publishing. : Bloom, M. (2008). From the classroom to the community: Building cultural awareness in first semester Spanish. Language, Culture, and Language Curriculum, 21(2), 103-119. : Bowey, J. A. (1986). Syntactic awareness in relation to reading skill and ongoing comprehension monitoring. Journal of Experimenal Child Psychology, 41, 282-299. : Bowey, J. A. (1994). Grammatical awareness and learning to read: A critique. En E. M. H. Assink (Ed.), Literacy acquisition and social context (pp. 122-149). Londres: Harvester Wheatsheaf. : Branum-Martin, L., Tao, S. & Garnaat, S. (2015). Bilingual phonological awareness: Reexamining the evidence for relations within and across languages. Journal of Educational Psychology, 107(1), 111-125. : Cain, K. (2007). Syntactic awareness and reading ability: Is there any evidence for a special relationship? Applied Psycholinguistics, 28, 679-694. : Carlisle, J. (1995). Morphological awareness and early reading achievement. En L. Feldman (Ed.), Morphological aspects of language processing (pp. 189-209). Mahwah, NJ: Lawrence Erlbaum. : Carlisle, J. F. & Nomanbhoy, D. M. (1993). Phonological and morphological awareness in first graders. Applied Psycholinguistics, 14, 177-195. : Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12, 160-190. : Carrillo, M. S. (1994). Development of phonological awareness and reading acquisition. A study in Spanish language. Reading and Writing: An Interdisciplinary Journal, 6, 279-298. : Casalis, S. & Colé, P. (2009). On the relationship between morphological and phonological awareness: Effect of training in kindergarten and in first-grade reading. First Language, 29, 113-142. : Castles, A. & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77-111. : Chaney, C. (1994). Language development metalinguistic awareness and emergent literacy skills of 3-year-old children in relation to social class. Applied Psycholinguistics, 15, 371-394. : Dam-Jensen, H. & Zethsen, K. K. (2008). Translator awareness of semantic prosodies. Target, 20(2), 203-221. : Deacon, H. & Kirby, R. (2004). Morphological awareness: Just ‘more phonological’ The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223-238. : Demont, E. & Gombert, J. E. (1996). Phonological awareness as a predictor of recoding skills and syntactic awareness as a predictor of comprehension skills. British Journal of Educational Psychology, 66, 315-332. : Dodigovic, M. (2005). Artificial intelligence in second language learning: Raising error awareness. Clevedon: Multilingual Matters Ltd. : Duncan, L., Casalis, S. & Colé, P. (2008). Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French. Applied Psycholinguistics, 30, 405-440. : Ehri, L., Nunes, S., Willows, D., Schuster, B., Yaghoub-Zadeh, Z. & Shanahan, T. (2001) Phonemic awareness instruction helps children learn to read: Evidence from the national reading panel’s meta-analysis. Reading Research Quarterly, 36(3), 250-287. : Fairclough, N. (1992). Critical language awareness. Londres: Longman. : Garner, R. (1980). "Monitoring of Understanding: An Investigation of Good and Poor Reader´s Awareness of Induced Miscomprehension of Text" en Journal of Reading Behavior, 12. : Gebhard, J. & Oprandy, R. (1999). Language teaching awareness. A guide to exploring beliefs and practices. New York: Cambridge University Press. : Gillam, R. & van Kleeck, A. (1996). Phonological awareness training and short-term working memory: Clinical implications. Topics in Language Disorders, 17, 72-81. : Gillon, G. (2004). Phonological awareness: From research to practice. Nueva York: Guilford Press. : Gutiérrez-Fresneda, R., Vicente-Yagüe, M. I. & Alarcón, R. (2020). Development of the phonological awareness in the beginning of the process of learning to read. Revista Signos. Estudios de Lingüística, 53(104), 664-681. DOI: 10.4067/S0718-09342020000300664 : Henry, A. (2014). The motivational effects of crosslinguistic awareness: Developing third language pedagogies to address the negative impact of the L2 on the L3 self-concept. Innovation in Language Teaching and Learning, 8(1), 1-19. : Herrera, L. & Defior, S. (2005). An approach to the phonological processing in prereading Spanish children: Phonological awareness, verbal short-term memory and naming. Psyche, 14(2), 81-95. : Hulme, C., Bowyer-Crane, C., Carroll, J. M., Duff, F. J. & Snowling, M. J. (2012). The causal role of phoneme awareness and letter-sound knowledge in learning to read: Combining intervention studies with mediation analyses. Psychological Science, 23(6), 572-577. : Hulme, Ch., Hatcher, P., Nation, K., Brown, A., Adams, J. & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset–rime awareness. Journal of Experimental Child Psychology, 8, 2-28. : Hyland, K. (2000a). Hedges, boosters and lexical invisibility: Noticing modifiers in academic texts. Language Awareness, 9, 179-197. : Jessner, U. (2006). Linguistic awareness in multilinguals: English as a third language. Edinburgh, UK: Edinburgh University Press. : Jessner, U. (2008). A DST model of multilingualism and the role of metalinguistic awareness. Modern Language Journal, 92(2), 270-283. : Kirby, J., Deacon, H., Bowers, P., Izenberg, L., Wade-Woolley, L. & Parrila, R. (2012). Children’s morphological awareness and reading ability. Reading and Writing, 25, 389-410. : Kowal, M. & Swain, M. (1994). Using collaborative language production tasks to promote students language awareness. Language Awareness, 3(2), 73-93. : Kupferberg, I. & Olshtain, E. (1996). Explicit contrastive instruction facilitates the acquisition of L2 forms. Language Awareness, 5(3-4), 149-165. : Law, J. & Ghesquière, P. (2017). Early development and predictors of morphological awareness: Disentangling the impact of decoding skills and phonological awareness. Research in Developmental Disabilities, 67, 47-59. : Layton, A., Robinson, J. & Lawson, M. (1998). The relationship between syntactic awareness and reading performance. Journal of Research in Reading, 21(1), 5-23. : Lee, K. R. & Oxford, R. (2008). Understanding EFL Learners’ strategy use and strategy awareness. Asian EFL Journal, 10(1), 7-32. : Leeman, J. (2018). Critical language awareness and Spanish as a heritage language: Challenging the linguistic subordination of US Latinxs. In K. Potowski (Ed.), Handbook of Spanish as a Minority/Heritage Language (pp. 345-358). New York, NY: Routledge . : Leow, R. & Bowles, M. (2005). Attention and awareness in SLA. En C. Sanz (Ed.), Mind and context in adult second language acquisition: Methods, theory and practice (pp. 179-203). Georgetown: Georgetown University Press. : Lowther Pereira, K. (2015). Developing critical language awareness via service-learning for Spanish heritage speakers. Heritage Language Journal, 12(2), 159-185. : Mann, V. & Liberman, I. (1984). Phonological awareness and verbal short-term memory. Journal of Learning Disabilities, 17, 592-599. : Martínez, G. (2003). Classroom based dialect awareness in heritage language instruction: A critical applied linguistic approach. Heritage Language Journal, 1(1), 1-14. : McBride-Chang, C., Tardif, T., Cho, J., Shu, H., Fletcher, P., Stokes, S., Wong, A. & Leung, K. (2008). What's in a word? Morphological awareness and vocabulary knowledge in three languages. Applied Psycholinguistics, 29, 437-462. : McBride-Chang, C., Wagner, R., Muse, A., Chow, B. & Shu, H. (2005). The role of morphological awareness in children’s vocabulary acquisition in English. Applied Psycholinguistics, 26, 415-435. : Meira, Â., Cadime, I. & Leopoldina, F. (2019). The structure of phonological awareness in European Portuguese: A study of preschool children. The Journal of Educational Research, 112(3), 367-376. doi: 10.1080/00220671.2018.1530966 : Miller, P. (2010). Phonological, orthographic, and syntactic awareness and their relation to reading comprehension in prelingually deaf individuals: What can we learn from skilled readers? J Dev Phys Disabil, 22, 549-580. : Miller, Paul (1997). "The Effect of Communication Mode on the Development of Phonemic Awareness in Prelingually Deaf Students", Journal of Speech, Language, and Hearing Research, 40-5, 1151-1163. : Mokhtari, K. & Reichard, C.A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psycholog y, (94)2, 249-259. : Moyano, E. (2009). Negotiating genre: Lecturer's awareness in genre across the curriculum Project at the university level. En C. Bazerman, A. Bonini & D. Figueiredo (Eds.), Genre in a changing world (pp. 442-264). Colorado/Indiana: Parlor Press and WAC Clearinghouse. : Nagy, W. (2007). Metalinguistic awareness and the vocabulary-comprehension connection. In R.K. Wagner, A. Muse & K.R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 52-77). New York: The Guilford Press. : Nation, K. & Snowling, M. J. (2000). Factors influencing syntactic awareness skills in normal readers and poor comprehenders. Applied Psycholinguistics, 21, 229-241. : O’Hallaron, C. L, Palincsar, A. S. & Schleppegrell, M. J. (2015). Reading science: Using systemic functional linguistics to support critical language awareness. Linguistics and Education, 32, 55-67. DOI: 10.1016/j.linged.2015.02.002 : Paris, S., Cross, D. & Lipson, M. (1984). Informed strategies for learning: A program to improve children's reading awareness and comprehension. Journal of Educational Psychology, 76(6), 1239-1252. : Perales-Escudero, M. D. (2013a). Teaching intercultural awareness in the EFL classroom: A case study using critical reading. Intercultural Education, 24(3), 251-263. : Pereira, K. L. (2015). Developing critical language awareness via service-learning for Spanish heritage speakers. Heritage Language Journal, 12(2), 159-185. : Rakoczy, H., Warneken, F. & Tomasello, M. (2008). The sources of normativity: Young children’s awareness of the normative structure of games. Developmental Psycholog y, 44(3), 875-881. : Ramírez, G., Walton, P. & Roberts, W. (2013). Morphological awareness and vocabulary development among kindergarteners with different ability levels. Journal of Learning Disabilities, 47, 54-64. : Reder, L. M. & Schunn, C. D. (1996) "Metacognition does not imply awareness: strategy choice is governed by implicit learning and memory" en L. M. Reder (Ed.) Implicit Memory and Cognition, Mahwah, N. J.: Lawrence Erlbaum, 45- 77. : Rodríguez, C., Van Der Boer, M., Jiménez, J. & De Jong, P. (2015). Developmental changes in the relations between RAN, phonological awareness and reading in Spanish children. Scientific Studies of Reading, 19(4), 273-288. : Rueda, M. & Medina, S. (2018). The role of morphological awareness in explaining reading-writing difficulties. Infancia y Aprendizaje, 41, 702-732. : Schmitt , J. T. (1990) "A questionnaire to measure children's awareness of strategic reading processes" The Reading Teacher, vol. 43 N 7. : Stahl, S. A. & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psycholog y, 86(2), 221-234. : Suggate, S. (2016). A meta-analysis of long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49(1), 77-96. DOI:10.1177/0022219414528540 : Suggate, S., Reese, E., Lenhard, W. & Schneider, W. (2014). The relative contributions of vocabulary, decoding and phonemic awareness to word reading in English versus German. Reading and Writing: An Interdisciplinary Journal, 27(8), 1395-1412. DOI:10.1007/s11145-014-9498-z : Svalberg, A. (2007). Language awareness and language learning. Language Teaching, 40, 287-308. : Taavitsainen, I. & Pahta, P. (2003). English in Finland: Globalisation, language awareness and questions of identity. English Today, 19(4), 3-15. : Tong, X., Deacon, H., Kirby, J., Cain, K. & Parrila, R. (2011). Morphological awareness: A key to understanding poor reading comprehension in English. Journal of Educational Psychology, 103(3), 523-534. : Treiman, R. & Zukowski, A. (1991). Levels of phonological awareness. EnS. A. Brady , & D. P. Shankweiler (Eds.), Phonological processes in literacy. A tribute to Isabelle Y. Liberman (pp. 67-83). Hillsdale, NJ: Erlbaum. : Treiman, R. (1991). Phonological awareness and its roles in learning to read and spell. En D. Sawyer & B. Fox (Eds.), Phonological Awareness in Reading: The Evolution of Current Perspective (pp. 1-30). Nueva York: Springer-Verlag. : Tunmer, W. & Bowey, J. A. (1984). Metalinguistic awareness and reading acquisition. En W. E. Tunmer, C. Pratt & M. L. Herriman (Eds.), Metalinguistic awareness in children: Theory, research and implications (pp. 144-168). Berlin: Springer-Verlag. : Valtín, R. (1984). The development of metalinguistic abilities in children learning to read and write. En J. Downing & R. Valtin (Eds.), Language awareness and learning to read (pp. 207-226). Nueva York. Springer Verlag. : Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity. Londres: Longman. : Wallace, C. (1999). Critical language awareness: Key principles for a course in critical reading. Language awareness, 8(2), 98-110. : Warrik, N. & Rowe-Walsh, S. (1993). Phoneme awareness in language delayed children: Comparative studies and intervention. Annals of Dyslexia, 43, 153-173. : Wilkinson, L., & Janks, H. (1998). Teaching Direct and Reported Speech from a Critical Language Awareness (CLA) Perspective. Educational Review, 50(2): 181-190. : Wolter, J. A., Wood, A. & D’Zatko, K. (2009). The influence of morphological awareness on first-grade children’s literacy development. Language, Speech, and Hearing Services in the Schools, 40(3), 1-13. : Yayli, D. (2011). From genre awareness to cross-genre awareness: A study in an EFL context. Journal of English for Academic Purposes, 10(3), 121-129. DOI: 10.1016/j.jeap.2011.02.001 : linguistic exposure have implications for the development of phonological awareness because it is closely tied to early vocabulary development (^[61]Dickinson, McCabe, Anastasopoulos, Peisner-Feinberg & Poe, 2003). |