Mostrar el registro sencillo del ítem

Developing bottom-up skills to attain spoken word recognition through phonics

dc.contributor.advisorMaldonado Chacón, Pedro Pablo
dc.contributor.authorMuñoz Corredor, Ruth Astrid
dc.date.accessioned2016-05-14T22:40:23Z
dc.date.available2016-05-14T22:40:23Z
dc.date.issued2016-04-20
dc.identifier.citationArnold, J. (2000). Seeing through listening comprehension exam anxiety. TESOL Quarterly, 34(4), 777-786.
dc.identifier.citationBachman, L. F. (1990). Fundamental considerations in language testing. New York, NY: Oxford University Press.
dc.identifier.citationBeck, D. L., & Flexer, C. (2011). Listening is where hearing meets brain... in children and adults. Hearing Review, 18(2), 30-35.
dc.identifier.citationBlachman, B. A., Tangel, D. M., Ball, E. W., Black, R., & McGraw, C. K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing, 11(3), 239- 273.
dc.identifier.citationBlaxter, L., Hughes, C., & Tight, M. (2010). How to research. Buckingham: The Open University Press
dc.identifier.citationBrown, J. D. (2001). Using surveys in language programs. New York, NY: Cambridge University Press.
dc.identifier.citationBrown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Education.
dc.identifier.citationBuck, G. (2001). Assessing listening. New York, NY: Cambridge University Press.
dc.identifier.citationBurns, A. (1999). Collaborative action research for English language teachers. New York, NY: Cambridge University Press.
dc.identifier.citationBurns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York, NY: Routledge.
dc.identifier.citationCharmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.
dc.identifier.citationCohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York, NY: Routledge.
dc.identifier.citationCorbin, J. M., & Strauss, A. (2008). Basics of qualitative research : Techniques and procedures for developing grounded theory (3rd ed.). Los Angeles, CA: Sage.
dc.identifier.citationCove, M. (2006). Sounds familiar: The history of phonics teaching. In M. Ellis, & S. Ellis (Eds.), Phonics: Practice, research and policy (pp. 105-112). Thousand Oaks, CA: Paul Chapman Publishing.
dc.identifier.citationCreswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Los Angeles, CA: Sage.
dc.identifier.citationCunningham, P. M., & Cunningham, J. W. (2002). What we know about how to teach phonics. What Research has to Say about Reading Instruction, 3, 87-109.
dc.identifier.citationDe Saussure, F., & Baskin, W. (2011). Course in general linguistics. New York, NY: Columbia University Press.
dc.identifier.citationDenton, C. A., Anthony, J. L., Parker, R., & Hasbrouck, J. E. (2004). Effects of two tutoring programs on the English reading development of Spanish- English bilingual students. Elementary School Journal, 104(4), 289.
dc.identifier.citationDenzin, N., & Lincoln, Y. (1998). The landscape of qualitative research: Theories and isues. Thousand Oaks, CA: Sage Publications
dc.identifier.citationDeterding, D. (2004). How many vowel sounds are there in English? STETS Language & Communication Review, 19(10), 19-21.
dc.identifier.citationDombey, H. (2006). Phonics and English orthography. In L. Maureen, & S. Ellis (Eds.), Phonics: Practice, research and policy (pp. 95-104). Thousand Oaks, CA: Paul Chapman Publishing.
dc.identifier.citationDörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
dc.identifier.citationDörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). New York, NY: Routledge.
dc.identifier.citationDowning, J. (1979). The cognitive clarity theory of learning to read. Reading and reasoning (pp. 29-41). New York, NY: Springer. doi:10.1007/978-1-4757-1707-5_4
dc.identifier.citationEhri Linnea, C. (2003). Systematic phonics instruction: Findings of the national reading panel. London: Department for Education and Skills (DfES)
dc.identifier.citationEhri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the national reading panel’s meta-analysis. ( No. 71).Sage Publications
dc.identifier.citationEmanuel, R., Adams, J., Baker, K., Daufin, E. K., Ellington, C., Fitts, E., . . . Okeowo, D. (2008). How college students spend their time communicating. International Journal of Listening, (1), 13-28. doi:10.1080/10904010701802139
dc.identifier.citationFarmer, S., Ellis, S., & Smith, V. (2006). Teaching phonics: The basics. In L. Maureen, & S. Ellis (Eds.), Phonics: Practice, research and policy. Thousand Oaks, CA: Paul Chapman Publishing
dc.identifier.citationFarokhbakht, L., & Nejadansari, D. (2015). The effect of using synthetic multisensory phonics in teaching literacy on EFL young learners' literacy learning. International Journal of Research Studies in Education, 4(4), 39-52.
dc.identifier.citationField, J. (2010). Listening in the language classroom. ELT Journal, 64(3), 331-333.
dc.identifier.citationFitzpatrick, J. (1997). Phonemic awareness: Playing with sounds to strengthen beginning reading skills. Grades PreK-2. Cypress, CA: Creative Teaching Press
dc.identifier.citationFlick, U. (2009). An introduction to qualitative research (4th ed.). London: Sage.
dc.identifier.citationFlowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. New York, NY: Cambridge University Press.
dc.identifier.citationFrauenfelder, U. H., & Tyler, L. K. (1987). The process of spoken word recognition: An introduction. Cognition, 25(1), 1-20.
dc.identifier.citationFrost, R. (1994). Prelexical and postlexical strategies in reading: Evidence from a deep and a shallow orthography. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(1), 116-129.
dc.identifier.citationFrost, R., & Katz, L. (1989). Orthographic depth and the interaction of visual and auditory processing in word recognition. Memory & Cognition, 17(3), 302-310.
dc.identifier.citationGasser, M. (1990). Connectionism and universals of second language acquisition. Studies in Second Language Acquisition, 12(02), 179-199.
dc.identifier.citationGlaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Mill Valley, CA: University of California Press
dc.identifier.citationGlaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. New York, NY: Aldine Publishing Company.
dc.identifier.citationHall, K. (2006). How children learn to read and how phonics helps. In L. Maureen, & S. Ellis (Eds.), Phonics: Practice, research and policy (pp. 9-22). Thousand Oaks, CA: Paul Chapman Publishing
dc.identifier.citationHinkel, E. (2011). Handbook of research in second language teaching and learning. New York, NY: Routledge.
dc.identifier.citationJohnston, R. S., McGeown, S., & Watson, J. E. (2012). Long- term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls. Reading and Writing: An Interdisciplinary Journal, 25(6), 1365-1384. doi:10.1007/s11145-011-9323-x
dc.identifier.citationJohnston, R. S., & Watson, J. E. (2004). Accelerating the development of reading, spelling and phonemic awareness skills in initial readers. Reading and Writing: An Interdisciplinary Journal, 17(4), 327-357. doi:10.1023/B:READ.0000032666.66359.62
dc.identifier.citationJuel, C. (1994). Learning to read and write in one elementary school. New York, NY: Springer
dc.identifier.citationKrashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon
dc.identifier.citationLi, M., Cheng, L., & Kirby, J. R. (2012). Phonological awareness and listening comprehension among Chinese English-immersion students. International Education, 41(2), 46-65.
dc.identifier.citationLingard, L., Albert, M., & Levinson, W. (2008). Grounded theory, mixed methods, and action research. BMJ (Clinical Research Ed.), 337, a567. doi:10.1136/bmj.39602.690162.47 [doi]
dc.identifier.citationLocke, K. (2001). Grounded theory in management research. Thousand Oaks, CA: Sage.
dc.identifier.citationMarslen-Wilson, W. D. (1987). Functional parallelism in spoken word-recognition. Cognition, 25(1), 71-102.
dc.identifier.citationMartínez, A. M. M. (2011). Explicit and differentiated phonics instruction as a tool to improve literacy skills for children learning English as a foreign language. GIST Education and Learning Research Journal, (5), 25-49.
dc.identifier.citationMassaro, D. W. (1994). Psychological aspects of speech perception: Implications for research and theory. In M. A. Gernsbacher (Ed.), (pp. 219-301). San Diego. CA: Academic Press
dc.identifier.citationMcCartney, E. (2006). Developmental issues: Speaking and phonological awareness. In L. Maureen, & S. Ellis (Eds.), Phonics: Practice, research and policy (pp. 71-82). Thousand Oaks, CA: Paul Chapman Publishing.
dc.identifier.citationMcClelland, J. L., Rumelhart, D. E., & Hinton, G. E. (1986). In Feldman J., Hayes P. and Rumelhart D. E. (Eds.), The appeal of parallel distributed processing. Cambridge, MA: MIT Press
dc.identifier.citationMcClelland, J. L., & Elman, J. L. (1986). The TRACE model of speech perception. Cognitive Psychology, 18(1), 1-86. doi:10.1016/0010-0285(86)90015-0
dc.identifier.citationMcGhee, G., Marland, G. R., & Atkinson, J. (2007). Grounded theory research: Literature reviewing and reflexivity. Journal of Advanced Nursing, 60(3), 334-342.
dc.identifier.citationMcNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. New York, NY: Routledge.
dc.identifier.citationMinisterio de Educación Nacional. (2006). Estándares básicos de competencias en lengua extranjera: Inglés
dc.identifier.citationMoore, E. A. (1953). Listening is a skill. The English Journal, 42(7), 378-390.
dc.identifier.citationMorton, J. (1969). Interaction of information in word recognition. Psychological Review, 76(2), 165-178. doi:10.1037/h0027366
dc.identifier.citationNational Institute of Child Health and Human Development (NICHD). (2000). Report of the national reading panel. teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. ( No. NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
dc.identifier.citationNoltemeyer, A. L., Joseph, L. M., & Kunesh, C. E. (2013). Effects of supplemental small group phonics instruction on kindergartners' word recognition performance. Reading Improvement, 50(3), 121-131.
dc.identifier.citationNunan, D. (2002). Listening in language learning. Methodology in Language Teaching: An Anthology of Current Practice, 23(9), 238-241.
dc.identifier.citationNunan, D. (1999). Second language teaching & learning. Australia: Australia : Heinle, Cengage Learning.
dc.identifier.citationPaul, P. V. (1996). First-and second-language English literacy. Volta Review, 98(2), 5.
dc.identifier.citationPerfetti, C. A., Beck, I., Bell, L. C., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. MerrillPalmer Quarterly, 33, 283-319.
dc.identifier.citationPisoni, D. B., & Luce, P. A. (1987). Acoustic-phonetic representations in word recognition. Cognition, 25(1), 21-52.
dc.identifier.citationRichards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics (4th ed.). London: Routledge
dc.identifier.citationRichards, J. C. (2008). Teaching listening and speaking. New York, NY: Cambridge University Press.
dc.identifier.citationRost, M. (1994). Introducing listening. London: Penguin.
dc.identifier.citationRost, M. (2005). L2 listening. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 503-527). Mahwah, NJ: Lawrence Erlbaum
dc.identifier.citationRost, M. (2002). Teaching and researching : Listening. Harlow: Pearson Education Limited.
dc.identifier.citationSaldaña, J. (2009). The coding manual for qualitative researchers. London: Sage.
dc.identifier.citationSanta, C. M., & Hoien, T. (1999). An assessment of early steps: A program for early intervention of reading problems. Reading Research Quarterly, 34(1), 54.
dc.identifier.citationSaville-Troike, M. (2006). Introducing second language acquisition. Cambridge: Cambridge University Press.
dc.identifier.citationSaxton, M. (2010). Child language: Acquisition and development. London: Sage Publications.
dc.identifier.citationStrauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge University Press.
dc.identifier.citationStuart, M. (1999). Getting ready for reading: Early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners. British Journal of Educational Psychology, 69(4), 587-605.
dc.identifier.citationStuart, M. (2004). Getting ready for reading: A follow-up study of inner city second language learners at the end of key stage 1. British Journal of Educational Psychology, 74(1), 15-36. doi:10.1348/000709904322848806
dc.identifier.citationTomal, D. R. (2010). Action research for educators. New York, NY: Rowman & Littlefield Publishers.
dc.identifier.citationTorgerson, C., Brooks, G., & Hall, J. (2006). A systematic review of the research literature on the use of phonics in the teaching of reading and spelling DfES Publications Nottingham.
dc.identifier.citationTrehearne, M., Healy, L. H., Cantalini, M., & Moore, J. L. (2003). Comprehensive literacy resource for kindergarten teachers. Vernon Hills, IL: ETA/Cuisenaire
dc.identifier.citationUr, P. (1984). Teaching listening comprehension. New York, NY: Cambridge University Press.
dc.identifier.citationValbuena, A. C. (2014). Tucker signing as a phonics instruction tool to develop phonemic awareness in children. GIST Education and Learning Research Journal, (8 Jan-Jun), 66-82.
dc.identifier.citationVandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(03), 191-210.
dc.identifier.citationVandergrift, L. (2011). Second language listening. Handbook of Research in Second Language Teaching and Learning, 2, 455.
dc.identifier.citationVandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. New York, NY: Routledge.
dc.identifier.citationVerhelst, N., Van Avermaet, P., Takala, S., Figueras, N., & North, B. (2009). Common European framework of reference for languages: Learning, teaching, assessment Cambridge University Press
dc.identifier.citationWagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., . . . Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33(3), 468.
dc.identifier.citationWeber, A., & Cutler, A. (2004). Lexical competition in non- native spoken- word recognition. Journal of Memory and Language, 50(1), 1-25. doi:10.1016/S0749- 596X(03)00105-0
dc.identifier.urihttp://hdl.handle.net/10818/24028
dc.description97 páginas incluye diagramas.es_CO
dc.description.abstractEl propósito de esta investigación cualitativa era analizar el impacto que la instrucción explícita en “Phonics” tiene sobre el reconocimieto de los sonidos del inglés en aprendices básicos de este como lengua extranjera y así poder identificar la palabra oral. Esta destreza hace parte de las habilidades de escucha bajo el enfoque ascendente. Los participantes recibieron instrucción en cinco sonidos vocalicos /æ e ɪ ɒ ʌ/ y dos consonánticos /θ/ y /ð/ a través de lecciones estructuradas bajo los parámetros de las rutinas que desarrollan la conciencia fonémica e instrucción en “Phonics”. Otros estudios que han trabajado “phonics” se han enfocado en sus implicaciones sobre la habilidad lectora principalmente. Otros estudios se han enfocado en el uso de phonics en el aprendizaje de la lengua nativa y extranjera, sin embargo, se han dedicado a explorar sus implicaciones sobre la habilidad lectora. El presente estudio reconoce la habilidad de la escucha como la primera que abre las puertas al aprendizaje de la lengua extranjera y como la responsable de irradiar positivamente a las demás habilidades y sistemas de la lengua. Por tanto, este estudio se concentra en la habilidad de la escucha y sus resultados sugieren que la instrucción en “Phonics” es un método efectivo que ayuda a los estudiantes básicos del inglés como lengua extranjera a acceder a su forma oral ya que para el término de la implementación, la mayoría de los participantes en este estudio experimentaron una mejoría significativa en su habilidad para reconocer las palabras del inglés que escuchaban . Otros efectos de este tipo de instrucción fueron la mejora gradual de los participantes pronunciación y escritura (ortografía).​es_CO
dc.formatapplication/pdfes_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabanaes_CO
dc.rightsinfo:eu-repo/semantics/openAccess
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.titleDeveloping bottom-up skills to attain spoken word recognition through phonicses_CO
dc.typemasterThesises_CO
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomoes_CO
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjerases_CO
dc.identifier.local262032
dc.identifier.localTE08244
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccesses_CO
dc.creator.degreeMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomoes_CO
dc.subject.lembInglés -- Enseñanza
dc.subject.lembInglés -- Análisis sintáctico -- Colombia
dc.subject.lembInglés -- Sintaxis
dc.identifier.repourlhttp://intellectum.unisabana.edu.co/


Ficheros en el ítem

Thumbnail
Nombre:
Ruth Astrid Munoz Corredor ...
Tamaño:
1.618Mb
Formato:
PDF
Descripción:
Ver documento en PDF
Ver/

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem