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Author: Fernando César Capovilla
Publisher:
ISBN: 9788531411786
Category : Brazilian Sign Language
Languages : en
Pages : 2459
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Book Description
O Novo Deit-Libras é uma extensão e um desdobramento do Dicionário da Língua de Sinais Brasileira (Libras). Esta versão se baseia no paradigma de linguística e neurociências cognitivas, que fomenta o engajamento compreensivo e a articulação de processamento pelos hemisférios esquerdo e direito, além do cerebelo. O dicionário apresenta verbetes em português que correspondem aos sinais de Libras e verbetes em inglês, correspondentes aos verbetes em português. A obra também apresenta a classificação gramatical dos verbetes, descrição escrita da forma e do significado dos sinais, exemplos de uso e ilustrações gráficas dos verbetes. Os leitores ainda podem contar com um índice semântico que agrupa os verbetes em temas.
Author: Fernando César Capovilla
Publisher:
ISBN: 9788531411786
Category : Brazilian Sign Language
Languages : en
Pages : 2459
Get Book Here
Book Description
O Novo Deit-Libras é uma extensão e um desdobramento do Dicionário da Língua de Sinais Brasileira (Libras). Esta versão se baseia no paradigma de linguística e neurociências cognitivas, que fomenta o engajamento compreensivo e a articulação de processamento pelos hemisférios esquerdo e direito, além do cerebelo. O dicionário apresenta verbetes em português que correspondem aos sinais de Libras e verbetes em inglês, correspondentes aos verbetes em português. A obra também apresenta a classificação gramatical dos verbetes, descrição escrita da forma e do significado dos sinais, exemplos de uso e ilustrações gráficas dos verbetes. Os leitores ainda podem contar com um índice semântico que agrupa os verbetes em temas.
Author: Fernando César Capovilla
Publisher:
ISBN: 9788531414343
Category : Brazilian Sign Language
Languages : en
Pages : 2787
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Book Description
Author: Julie Bakken Jepsen
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 150150102X
Category : Language Arts & Disciplines
Languages : en
Pages : 1086
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Book Description
Although a number of edited collections deal with either the languages of the world or the languages of particular regions or genetic families, only a few cover sign languages or even include a substantial amount of information on them. This handbook provides information on some 38 sign languages, including basic facts about each of the languages, structural aspects, history and culture of the Deaf communities, and history of research. This information will be of interest not just to general audiences, including those who are deaf, but also to linguists and students of linguistics. By providing information on sign languages in a manner accessible to a less specialist audience, this volume fills an important gap in the literature.
Author: Miltiadis D. Lytras
Publisher: Springer
ISBN: 9783642358784
Category : Computers
Languages : en
Pages : 0
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Book Description
This book constitutes the proceedings of the 4th World Summit on the Knowledge Society, WSKS 2011, held in Mykonos, Greece, in September 2011. The 90 revised full papers presented were carefully reviewed and selected from 198 submissions. The papers address issues such as information technology, e-learning, e-business, cultural heritage, e-government.
Author: Yola Center
Publisher: A&C Black
ISBN: 0826488757
Category : Education
Languages : en
Pages : 305
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Book Description
Provides research-based data about effective literacy instruction processes.
Author: Ragnar Rommetveit
Publisher: John Wiley & Sons
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 160
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Book Description
Author: Willemijn M. Klein
Publisher: Springer Science & Business Media
ISBN: 9400984537
Category : Language Arts & Disciplines
Languages : en
Pages : 248
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Book Description
It was in the course of 1980 that it dawned upon several friends and colleagues of Manfred Bierwisch that a half century had passed since his birth in 1930. Manfred's youthful appearance had prevented a timely appreciation of this fact, and these friends and co11eagues are, therefore, not at ali embarrassed to be presenting him, almost a year late, with a Festschrift which willleave a trace of this noteworthy occasion in the archives of linguistics. It should be realized, however, that the deIay would have easily extended to 1990 if alI those who had wanted to contribute to this book had in fact written their chapters. Under the pressure of actuality, several co11eagues who had genu ineIy hoped or even promised to contribute, just couIdn't make it in time. Still, their greetings and best wishes are also, be it tacitly, expressed by this volume. Especia11y important for the archives would be a record of the celebrated one's works and physical appearance. For the convenience of present and future generations this Festschrift contains a bibliography of Manfred Bierwisch's scientific publications, which forms a chapter in itself. The frontispiece photograph was taken unawares by one of our accomplices. The title of this Festschrift may alIow for free associations of various sorts.
Author: Martyn D. Barrett
Publisher: John Wiley & Sons
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 352
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Book Description
This edited volume presents a detailed and comprehensive examination of our current state of knowledge about the single- word period of language acquisition in children (which begins towards the end of the first year of life, and ends sometime in the latter half of the second year of life). The issues which are covered include: the semantics and the pragmatics of children's single-word speech, the relationship between cognitive development and the development of single-word speech, the relationship between prelinguistic communication and single-word speech, the relationship between single-word speech and children's later multi-word speech, and the significance of the study of single-word speech for our understanding of language acquisition in general.
Author: Philip B. Gough
Publisher: Routledge
ISBN: 1351236881
Category : Education
Languages : en
Pages : 385
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Book Description
Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
Author: Steven A. Stahl
Publisher: Routledge
ISBN: 1136481907
Category : Education
Languages : en
Pages : 433
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Book Description
This book started with a simple idea -- examine models of reading instruction that have emerged during the past 20 years. These models span a wide range of instruction representing a continuum from highly structured, task analytic instruction to child-centered and holistic instruction. Each model has its own epistemology or views on how "reading" and "instruction" are to be defined. The different epistemologies indicate different principles of instruction which, in turn, indicate different practices in the classroom. Each model is also supported by a different research base. In this volume, leading proponents of these different models discuss their ideas about reading instruction thereby encouraging readers to make their own comparisons and contrasts. The chapter authors seem to adopt the editors' eclectic approach--to some greater or lesser extent--incorporating aspects of other models into their instruction as they see other goals. Thus, models of reading instruction are complex. Complicating matters further is the fact that teachers hold their own models of reading, which may or may not be congruent with those discussed here. Although academically developed models influence college preservice and in-service instruction, teachers' own models of reading filter the information that they take from what they learn from these perspectives. By carefully examining these variables, this book makes a firm contribution toward disciplined inquiry into what it means to teach reading.
