Several researchers have documented that ELLs benefit from
cognate recognition training (García & Nagy, 1993; Durgunoglu et al., 1993).
Not exact matches
CHiP - Seq peaks lacking
cognate binding motifs had 21 % lower median scores, and most (82 % of them) had high - affinity
recognition sequences for other factors.
Previous research has indicated that from Grades 4 to 8, student
recognition of
cognates increases rapidly (Hancin - Bhatt & Nagy, 1994) and that older students are able to transfer
cognate knowledge from their first to their second language (Durgunoglu, Nagy, & Hancin - Bhatt, 1993; Jimenez, García, & Pearson, 1996).
93 % of participants in the migrant summer Pre-K Academy (who attended at least 14 sessions) increased their letter sound
recognition by at least five letter sounds using the
cognate alphabet.