Wyniki wyszukiwania - Biblioteka Nauki

Nowa wersja platformy, zawierająca wyłącznie zasoby pełnotekstowe, jest już dostępna.
Przejdź na https://bibliotekanauki.pl

Ograniczanie wyników

Znaleziono wyników: 5

Liczba wyników na stronie

Wyniki wyszukiwania

Sortuj według:

Ogranicz wyniki do:

On the product of two functions which are approximately continuous and approximately regulated

100%

Grande M.

2006

tom Vol. 39, nr 2

327-334

In this article we investigate the products of two unilaterally approximately continuous and simultaneously approximately regulated functions. In particular we prove some necessary conditions satisfied by the products of two such functions and a sufficient condition ensuring that a function is the product of two such functions.

On the sets of continuity points of Darboux quasicontinuous functions

100%

Grande M.

tom Vol. 36, nr 4

819--825

We show that for every dense G-set A C R there is a Baire 1 Darboux bilaterally quasicontinuous function f : R-R such that C(f) = A, where C(f) denotes the set of all continuity points of f. Moreover we prove that for each G-set A there is a Baire 2 Darboux function f : R-R such that C(f) = A.

Koncepcja urządzenia typu rooftop - cz. 1

51%

Sedano J. , Grande M. , Merced D.

tom nr 10

14-17

The role of phonological awareness in treatments of dyslexic primary school children

45%

Pape-Neumann J. , van Ermingen-Marbach M. , Grande M. , Willmes K. , Heim S.

nr 1

The present study investigated whether phonological awareness training is an effective intervention to significantly improve reading in German dyslexic third and fourth graders with a phonological awareness deficit, and whether these children can equally benefit from a phonology-based reading training or a visually-based reading training. German speaking dyslexic elementary school children («=30; M=9.8 years) were matched by forming triplets based on IQ, reading quotient and phonological awareness and then randomly assigned to one out of three interventions («=10): a phonological awareness training, a phonology-based reading training (phonics instruction), and a visually-based reading training (repeated reading of sight words). A total of 20 training sessions (30 minutes each) were distributed over four weeks. Typical readers («=10; M=9.5 years) were assigned to the control group. Phonological awareness training directly improves reading comprehension in German dyslexic children with a phonological awareness deficit. However, these children can equally benefit from a visually-based reading training. In contrast, the phonology-based reading training has a direct selective effect on decoding but not on reading comprehension. Despite divergent short-term patterns, long-term improvement of reading comprehension and decoding is similar across all training groups, irrespective of the training method. Phonological awareness may but does not need to be part of reading remediation in dyslexic children with a phonological deficit when learning to read a consistent orthography. Rather, a visually-based reading strategy might compensate for the phonological deficit in dyslexic children after the initial stage of reading acquisition.

Study of the High-Temperature Behaviour of Aluminium Alloy En Aw 2014

45%

Bidulská J. , Pokorný I. , Kvačkaj T. , Bidulský R. , Grande M.

nr 4