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   children ' s language and literacy 的翻译结果: 查询用时:0.009秒
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children s language and literacy
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  “children ' s language and literacy”译为未确定词的双语例句
     Each children's language and literacy development were assessed by a series of tests for the school-home early language and literacy, and reveal the correlations between the results of these tests and the school predictors already presented.
     利用儿童家庭—学校早期语言与识字能力系列测验对每个目标儿童语言与识字能力发展进行了评定,并解释了这些测量结果与儿童学校早期语言与识字测量指标之间的关系。
短句来源
     Each children's language and literacy development were assessed by a Series of tests for the School-home Early Language and Literacy, and reveal the correlation between the results of these tests and the home predictors already presented.
     利用儿童家庭—学校早期语言和识字能力系列测验对每个目标儿童语言与识字能力发展进行了评定,并着重揭示了这些测量结果与儿童家庭语言、识字测量指标之间关系。
短句来源
     (2) Rich adult language contribution to children's language and literacy development.
     (2)教师语言的丰富性有助于儿童语言与识字能力发展;
短句来源
  相似匹配句对
     ON CHILDREN'S THINKING AND LANGUAGE
     儿童的思维和语言
短句来源
     Progress in study on factors affecting children's abilities of language and literacy
     影响儿童语言和识字能力的研究进展
短句来源
     of language.
     通过语言可以研究文化,通过文化可以研究语言。
短句来源
     (2) Rich adult language contribution to children's language and literacy development.
     (2)教师语言的丰富性有助于儿童语言与识字能力发展;
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     G Language
     G语言
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Each children's language and literacy development were assessed by a Series of tests for the School-home Early Language and Literacy, and reveal the correlation between the results of these tests and the home predictors already presented. Results show:(1) The elicited report in home early predict low well the child would do on the definitions task and developing the structural aspects of the Bear Story.(2) The mealtime narratives and explanatory conversation predict...

Each children's language and literacy development were assessed by a Series of tests for the School-home Early Language and Literacy, and reveal the correlation between the results of these tests and the home predictors already presented. Results show:(1) The elicited report in home early predict low well the child would do on the definitions task and developing the structural aspects of the Bear Story.(2) The mealtime narratives and explanatory conversation predict children's vocabulary and understanding.(3) Bookreading predict chidlren's emergent literacy understanding and structural ability of the story.(4) Absent from these correlations is any variable related to toy play.

利用儿童家庭—学校早期语言和识字能力系列测验对每个目标儿童语言与识字能力发展进行了评定,并着重揭示了这些测量结果与儿童家庭语言、识字测量指标之间关系。结果表明:(1)家庭早期启发性谈话可以预测儿童完成定义任务和对熊故事进行建构的程度;(2)吃饭期间说明性和解释性谈话可预测儿童词汇量的发展状况和理解力;(3)书本阅读可预测儿童识字应变能力及对故事的理解和建构能力;(4)儿童早期玩具游戏与后来读写成绩之间无关。

Each children's language and literacy development were assessed by a series of tests for the school-home early language and literacy, and reveal the correlations between the results of these tests and the school predictors already presented. Results show: (1) Children's peer interactions related to vocabulary, story comprehension, early print-related skills and the definitions task.(2) Rich adult language contribution to children's language...

Each children's language and literacy development were assessed by a series of tests for the school-home early language and literacy, and reveal the correlations between the results of these tests and the school predictors already presented. Results show: (1) Children's peer interactions related to vocabulary, story comprehension, early print-related skills and the definitions task.(2) Rich adult language contribution to children's language and literacy development. (3) The literacy curriculum variable related to the emergent literacy result at age three and to vocabulary and story comprehension at age four. (4) The varied components of literacy that we examined appear to be emerging in a package.

利用儿童家庭—学校早期语言与识字能力系列测验对每个目标儿童语言与识字能力发展进行了评定,并解释了这些测量结果与儿童学校早期语言与识字测量指标之间的关系。结果表明:(1)儿童丰富的同伴关系与词汇量、应变识字能力、下定义能力和理解力有关;(2)教师语言的丰富性有助于儿童语言与识字能力发展;(3)识字课程变量与三岁儿童的应变识字成绩和四岁儿童词汇量和故事理解有关;(4)影响儿童语言与识字能力的因素不是单一的,而是一个因素群。

 
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