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Phoneme Segmentation Training: Effect on Reading Readiness.
Peer reviewed Peer reviewed
Ball, Eileen W.; Blachman, Benita A. – Annals of Dyslexia, 1988
A group of 30 nonreading kindergarten children who received 7 weeks of instruction in phoneme segmentation and letter names/sounds were assessed on segmentation and reading measures. They outperformed a language activities group, which received instruction in letter names/sounds and additional language activities, and a group receiving no…
Descriptors: Beginning Reading, Intervention, Kindergarten, Outcomes of Education
Early Intervention for Children's Reading Problems: Clinical Applications of the Research in Phonological Awareness.
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Blachman, Benita A. – Topics in Language Disorders, 1991
This article reviews research on training phonological awareness in kindergarten and first grade children and describes research-based intervention and assessment activities applicable to classroom and clinical settings. Intervention applications described include categorization activities, phoneme segmentation, and metalinguistic games. (DB)
Descriptors: Classroom Techniques, Early Intervention, Grade 1, Kindergarten
Road to the Code: A Phonological Awareness Program for Young Children.
Blachman, Benita A.; Ball, Eileen Wynne; Black, Rochella; Tangel, Darlene M. – 2000
In order to help kindergartners and first graders who need extra work on their literacy skills, this book offers a plan for teaching phonemic awareness and letter sound correspondence. The plan in the book is a developmentally sequenced, 11-week program to give students repeated opportunities to practice and enhance their beginning reading and…
Descriptors: Beginning Reading, Elementary School Students, Instructional Materials, Kindergarten Children