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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Analyzing a Case Study: Metacognitive Aspects of a Vocabulary Instructional Approach

Moore, Bridget 04 January 2023 (has links)
Vocabulary instructional tools can be used in the science classroom to increase students' understanding of course terminology. This thesis used a case study approach to explore the Etymological Approach to Learning Biological Terminology [EALBT] used by an instructor to ease access to university-level terms. The results indicate the existence of five unique approaches to the EALBT and that a number of metacognitive elements can also be integrated into this instructional method. The conclusions include that university science courses can require more self-guided learning when compared to high school science. Likewise, metacognition can develop skills in thinking and learning control processes that could lead students to become increasingly apt at accessing course material, including terminology.
2

Examining student reading gains based on vocabulary instruction based on morphemic and definitional approaches

Parthemore, Jessica Lea 21 December 2015 (has links)
No description available.
3

Principy českého pravopisu / Principles of Czech orthography

Horký, Václav January 2021 (has links)
In this study, I deal with general laws or principles of Czech orthography. After the introduction, I define the smallest written unit, a grapheme in the second chapter. In the third and fourth chapters, I focus on how and where two main principles of Czech orthography manifest, and how and where they are violated. The first of these principles is the phonemic principle, ie. the principle of a one-to-one correspondence between a phoneme and a grapheme, and the second one is the morphemic principle, ie. the principle of a one-to-one correspondence between a morpheme and its written form.
4

Effects of GO FASTER on Morpheme Definition Fluency of High School Students with High Incidence Disabilities

Fishley, Katelyn M. 26 September 2011 (has links)
No description available.
5

Developing Mastery in Phonemic Awareness, Phonics, and Morphemic Awareness: A Multiple Case Study of Preservice Early Childhood Educators

Facun-Granadozo, Ruth 01 December 2014 (has links)
The purpose of this study was to explore the experiences and perceptions of early childhood preservice teachers in a southeastern university as they worked for mastery of phonemic awareness, phonics, and morphemic awareness. Mastery was set at 90% accuracy in a series of tests, which required them to perform different tasks related to the said concepts. One aim of the study was to investigate the preservice teachers’ description of their experiences as they worked for mastery of phonemic awareness, phonics, and morphemic awareness. Another aim was to examine how working for mastery of said concepts influenced their perceptions of preparedness to carry out literacy instruction. This research used a multiple case study method involving 8 preservice teachers who were taking their first literacy methods course. Data were gathered through an online survey, analysis of answered test papers, written responses, individual interviews, and a focus group interview. Qualitative analysis of data revealed the experience brought about awareness of insufficient knowledge, apprehension to teach, and perplexities related to phonemic awareness, phonics, and morphemic awareness among the participants. The most salient perplexities were found to be related to phonemic awareness tasks, application of phonics key terms to real words, and splitting words into morphemes. Findings also revealed that improved understanding of phonemic awareness, phonics, and morphemic awareness enhanced the participants’ perception of preparedness to teach these concepts. Engaging in reflective thinking while working for mastery of these concepts deepened their awareness of unpreparedness, reconnected them to their goal to be effective teachers, and caused them to deliberately act on their challenges in obtaining content knowledge required for quality literacy instruction. The results of this study will have relevance for teacher educators, policy makers, school administrators, and researchers as they address issues related to literacy instruction during teacher preparation, especially in terms of acquisition of strong content knowledge.
6

Teacher Candidates’ Perplexities on Phonemic Awareness, Phonics, and Morphemic Awareness: Implications for Early Childhood Teacher Educators

Facun-Granadozo, Ruth 18 November 2015 (has links)
No description available.
7

MMoOn Core – the Multilingual Morpheme Ontology

Klimek, Bettina, Ackermann, Markus, Brümmer, Martin, Hellmann, Sebastian 08 March 2022 (has links)
In the last years a rapid emergence of lexical resources has evolved in the Semantic Web. Whereas most of the linguistic information is already machine-readable, we found that morphological information is mostly absent or only contained in semi-structured strings. An integration of morphemic data has not yet been undertaken due to the lack of existing domain-specific ontologies and explicit morphemic data. In this paper, we present the Multilingual Morpheme Ontology called MMoOn Core which can be regarded as the first comprehensive ontology for the linguistic domain of morphological language data. It will be described how crucial concepts like morphs, morphemes, word forms and meanings are represented and interrelated and how language-specific morpheme inventories can be created as a new possibility of morphological datasets. The aim of the MMoOn Core ontology is to serve as a shared semantic model for linguists and NLP researchers alike to enable the creation, conversion, exchange, reuse and enrichment of morphological language data across different data-dependent language sciences. Therefore, various use cases are illustrated to draw attention to the cross-disciplinary potential which can be realized with the MMoOn Core ontology in the context of the existing Linguistic Linked Data research landscape.

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