By J. DE VRIES.
Read Online or Download Altnordisches etymologisches Wörterbuch PDF
Best linguistics books
This publication is split into 3 major topical sections: (1) Parent-child development of narrative, which specializes in facets of the social interplay that facilitate oral narrative improvement in Spanish-speaking teenagers; (2) constructing autonomous narration via Spanish-speaking young children; and (3) Narrative hyperlinks among Latino kid's oral narration and their emergent literacy and different tuition achievements.
- Oneida (LWM 301)
- Origins of Language: Constraints on Hypotheses (Converging Evidence in Language and Communication Research (Celcr))
- A Grammar of Chukchi
- Einfuhrung in die morphologische Konzeption der slavischen Akzentologie (Vortrage und Abhandlungen zur Slavistik) (German Edition)
Extra resources for Altnordisches etymologisches Wörterbuch
Do you know what happened to Tapeto? Child: ¿Qu´e? What? Mother: Se trep´o en un a´ rbol y empez´o a gritar buscando al sapito, “¡Sapito, sapito amigo m´ıo! ¿A d´onde est´as Sapito? ” He climbed a tree and began to shout looking for the Froggie, “Froggie, my friend! Where are you, Froggie? , both provisions and requests of narrative information combined). Bonferonni adjustments were employed as a more conservative control for Type I error rates. 001) in the two clusters discussed. 03). There were no differences in the number of descriptions the two groups used.
12 Peruvian, 14 European American, and 9 Puerto Rican dyads). During the postreading interaction, mothers asked children whether and what they liked about the story, talked about their general impressions of the story, or asked whether they wanted to read the story again. , controlling for length of conversation) of four major maternal discourse variables regardless of cultural group: maternal provisions of narrative information, maternal requests for narrative information, maternal provisions of nonnarrative information, and maternal requests for nonnarrative information.
Parents were overly concerned with the hierarchy of the questions and unaccustomed to working with academic questioning strategies, most of which were formulated for teachers rather than parents (Delgado-Gait´an, 2001). The results from the current study shed light on the ﬁndings obtained in Delgado-Gait´an’s family literacy project. Some Latino mothers naturally embrace a storytelling style that offers rich descriptions and creates distance between the narrator and audience. However, it might not be just Latino parents and children who beneﬁt from a storytelling style.