/LING

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) learning to read (*)
(*) Términos presentes en el nuestro glosario de lingüística

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1) Candidate: learning to read

Is in goldstandard

Evaluando al candidato learning to read:

learning to read
Lengua:
Frec: 23
Docs: 12
Nombre propio: / 23 = 0%
Coocurrencias con glosario:
Puntaje: 0.179 = ( + (1+0) / (1+4.58496250072116)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)

learning to read

: Anderson, R. (1984). Role of the reader's schema in comprehension, learning, and memory. En R.C. Anderson, J. Osborn, & R.J. Tierney (Eds.), Learning to Read in American Schools: Basal Readers and Content Text (pp. 469- 495). Hillsdale, N.J.: Erlbaum. : 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. : Bradley, L. & Bryant, P. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421. : Bradley, L. & Bryant, P. E. (1991). Phonological skills before and after learning to read. En S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy (pp. 37-45). Hilldale: Erlbaum. : Carlisle, J. (2003). Morphology matters in learning to read: A commentary. Reading Psychology, 24, 291-322. : Carlisle, J. (2006). Morphogical processes that influence learning to read. En C. Stone, R. Silliman, B. Ehren & K. Apel (Eds.), Handbook of Language & Literacy: Development and Disorders (pp. 318-339). Nueva York: The Gilford Press. : Casalis, S. & Louis-Alexandre, M. (2000). Morphological analysis, phonological analysis and learning to read French: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 12, 303-335. : 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 : 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. : Jiménez, J. E., Rodríguez, C., Suárez, N., O’Shanahan, I., Villadiego, Y., Uribe, C., Villalobos, J. A. & Rodas, P. (2015). Teachers’ implicit theories of learning to read: A cross-cultural study in Ibero-American countries. Reading and Writing, 28(9), 1355-1379. : Monte-Sano, C. (2011). Beyond reading comprehension and summary: Learning to read and write by focusing on evidence, perspective, and interpretation. Curriculum Inquiry, 41(2), 212-249. : Nokes, J. D. (2013). Building students’ historical literacies: Learning to read and reason with historical texts and evidence. New York: Routledge. : Signorini, A. & Borzone, A. (2003). Learning to read and spell in Spanish. The prevalence of phonological strategies. Interdisciplinaria, 20(1), 5-30. : 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. & Hoover, W. (1992). Cognitive and linguistic factors in learning to read. En P. B. Gough, L. C. Ehri & R. Treiman (Eds.), Reading acquisition (pp. 175-214). Hillsdale, NJ: Erlbaum. : 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. : Verhoeven, L. & Perfetti, C.A. (2003). The role of morphology in learning to read. Scientific Studies of Reading, 7, 209-217.